Social Science and Education Research

Richard Rothstein and Leila Morsy

in Education

ISBN: 9780199756810
Published online December 2011 | | DOI:
Social Science and Education Research

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This article reviews contributions of quantitative and qualitative social scientists and historians, as well as those of policy analysts in the fields of public health, housing, and urban development, to our understanding of education and education policy. In a few cases, the definition of social “science” has been unreasonably stretched by including entries by moral and political philosophers. The selections in this article represent influential social-science theories regarding education, or distinct points of view in ongoing debates in the sociology, economics, and politics of education. Often, history is written by journalists or others without formal training as historians. On the whole, this article excludes historical works produced by journalists or others without formal training in historiography, but there are exceptions where the work is unusually scholarly and/or influential. Arbitrarily, works of many scholars have not been included if they primarily work or have worked within the education policy world and at schools of education, and they typically do not bring the perspective of the formal social-science disciplines in the arts and sciences. These scholars may legitimately be considered social scientists, and the decision not to list their works cannot be justified except by the need to limit the size of this compendium, for it is impossible to select the 150 most important works from these many fields of social science and history. All experts will find fault with this or any list, reasonably believing that many works should have been included and that some were included without sufficient justification. Experts with such views are certainly correct. In many cases, a bibliographic citation has been provided for a scholar whose body of work contains many similar contributions. The selection of any single citation to represent such a body of work is fairly arbitrary. Alternative citations from the same author or authors would be equally plausible. In those cases where multiple citations for a single author are provided, the several works seem to have had independent influence. Many “classic” works have been included, even if they are no longer influential or if their analyses have been superseded. The justification for including such classics is that they spurred a debate, and literate contemporary participants in this debate will find frequent references to these original contributions. As well, this article necessarily includes contemporary contributions whose lasting worth has yet to be determined.

Article.  17535 words. 

Subjects: Education ; Organization and Management of Education ; Philosophy and Theory of Education ; Schools Studies ; Teaching Skills and Techniques

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