The document discusses the history and sociological theories of childhood, adolescence, and education. It notes key theorists like Rousseau, Marx, and Hall who studied childhood and adolescence. It also summarizes sociological views of education from theorists like Durkheim, Weber, and Bowles and Gintis. These views saw education as a means of social control and domination that mirrors hierarchies in wage labor. The document then discusses power in the classroom and cites theorists like Macedo who viewed schools as centers of indoctrination and domestication. It notes Philip Jackson's early ethnographic work on the hidden curriculum and how schools function as total institutions with unequal power distributions.

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Students

2. (Ministerio de Educación, Datos y Cifras curso escolar 2014-2015)
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Childhood
theorist
Jean-Jacques Rousseau
l’Emilio (1762)
Karl Marx
Adolescence
theorist
G. Stanley Hall
Adolescence (1904)
Margaret Mead
Coming of Age in Samoa
Childhood
The emergence of childhood [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.)
Sociología de la educación. Pearson, Madrid 333-356]
Bakan points:
children labor legislation,
compulsory school
and legal age

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Émile Durkheim saw education as hypnosis.
Ideological relations of domination to
legitimize a culture or way of life”
Max Weber saw the school as the church that
dispenses salvation goods (i.e. educational
credentials that allow us to avoid social exclusion)
Samuel Bowles and Herbert Gintis saw education as
alienation in correspondence to wage workers:
- absence of control (CV / tasks)
- education as a means and not an end
- disunity and division of labor among workers (compartmentalized
and specialized knowledge, and competitiveness among students)
- relationship between educational levels vs. levels of the
occupational structure (more education equals more autonomy)
Inside the
classroom
Power in the classroom [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología
de la educación. Pearson, Madrid 333-356]
Donaldo Macedo View schools as centers of indoctrination and domestication:
- Imposed obedience
- Block all possible independent thought
- They play an institutional role within a system of control and coercion

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Power in the classroom [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología
de la educación. Pearson, Madrid 333-356]
Philip W. Jackson made an early ethnographic work
in education because he distrust experiments:
- First empirical formulation of hidden curriculum
- School total institution (control almost all aspects)
- Unequal distribution of power (teacher is the evaluator)
- It is more blamed who behaves badly that who doesn’t learn
Inside the
classroom
ethnographic
works