양성원 수양재

​PART 1 교육사회학의 이해

Chapter 01 교육사회학의 성격 ············································ 11

제1절 교육사회학의 학문적 특성 ···································································· 12

제2절 교육사회학의 발달과정 ········································································· 22

제3절 교육사회학의 탐구영역 ········································································· 25

Chapter 02 교육사회학의 이론 ············································ 29

제1절 기능주의 이론 ························································································ 29

제2절 갈등주의 이론 ························································································ 37

제3절 기능이론과 갈등이론의 비교 ································································ 47

제4절 상징적 상호작용 이론 ··········································································· 51

제5절 해석학적 이론 ························································································ 53

제6절 신교육사회학 이론 ················································································· 55

제7절 교육과정사회학 이론 ············································································· 57

PART 2 교육사회학의 실제

Chapter 03 사회화 ······················································ 61

제1절 사회화의 의미 ························································································ 61

제2절 사회화 이론 ···························································································· 64

제3절 사회화 기관 ···························································································· 71

Chapter 04 가정과 교육 ················································· 85

제1절 가정의 변화 ···························································································· 86

제2절 부모-자녀 관계 ······················································································· 92

제3절 가정의 변화와 사회적 지원 ································································ 100

Chapter 05 학교와 교육 ················································· 111

제1절 학교의 교육적 기능 ············································································· 112

제2절 교사-학생관계 ······················································································· 116

제3절 교육환경 ······························································································· 122

제4절 대안교육 ······························································································· 126

제5절 학교교육의 과제 ·················································································· 138

Chapter 06 사회변화와 교육 ············································· 141

제1절 교육과 사회이동 ·················································································· 142

제2절 교육과 사회계층 ·················································································· 151

제3절 교육과 불평등 ······················································································ 159

Chapter 07 교육격차의 개념과 실태: 교육격차 지도 ························ 165

제1절 교육격차의 개념 ·················································································· 165

제2절 교육격차 사례: 대구광역시 구·군의 교육격차 지도 ······················ 173

Chapter 08 평생교육 ··················································· 199

제1절 평생교육의 성격 ·················································································· 200

제2절 평생교육정책 ························································································ 211

제3절 평생교육의 과제 ·················································································· 216

Chapter 09 다문화사회와 교육 ··········································· 219

제1절 다문화사회의 의미 ··············································································· 219

제2절 다문화교육정책 ···················································································· 222

제3절 다문화사회와 교육의 과제 ·································································· 230

PART 3 교육과 사회발전

Chapter 10 교육과 사회발전 패러다임 ···································· 239

제1절 발전의 의미 ·························································································· 239

제2절 교육과 전통적 발전패러다임 ······························································ 242

제3절 교육과 대안적 발전패러다임 ······························································ 246

제4절 발전에 대한 회고와 전망 ···································································· 252

Chapter 11 교육과 문화발전 ············································ 259

제1절 교육과 문화발전과의 관계 ·································································· 259

제2절 합리주의의 성장 ·················································································· 263

제3절 개인주의의 부상 ·················································································· 266

제4절 문화와 발전에 대한 새로운 인식 ······················································· 269

Chapter 12 교육과 인적자원개발 ········································· 273

제1절 인적자원개발의 의미 ··········································································· 274

제2절 인적자원개발의 특징 ··········································································· 278

제3절 인적자원개발과 교육의 역할 ······························································ 279​ 

교육사회학은 교육의 여러 현상을 사회학적 관점에서 접근하려는 학문이다. 교육사회학이란 학문이 우리나라에 소개된 지도 벌써 65여 년이 지났으며, 그 과정에서 양적으로뿐만 아니라 질적으로 많은 발전을 이룩하였다. 이러한 모습은 교육사회학과 관련된 많은 문헌이 관련 학자들의 노력에 의해 출판된 숫자만 보아도 짐작할 수 있다.

지금까지 대학의 강단에서 교육사회학을 강의하면서 많은 문헌을 접할 수 있었다. 지금까지 출판된 교육사회학 관련 문헌들은 그 나름의 독특한 특성을 지니고있다. 누구를 대상으로 집필되었느냐에 따라, 그리고 저자의 관점에 따라 문헌의체제나 내용은 다양할 수밖에 없다. 그러나 좀 더 쉽고 학생들이 이해하기 용이한 교육사회학 문헌이 없을까 하는 아쉬움이 늘 남아 있었다. 그래서 이 아쉬움을 조금이나마 채우기 위한 노력의 일환으로 이 책을 기획하였다. 이 책은 저자들이 ‘교직과정을 위한 교육사회학’(2002, 원미사), ‘교육사회학’(개정판, 2005, 대건인쇄출판사), ‘교육사회학’(2013, 동문사), ‘교육사회학’(2018, 양성원) 발간 이후, 이를 토대로 사회변화와 학문발달 추세에 따라 내용의 보완과 필요성을 인식하게 되어 집필하였다.

이 책은 대학에서 학부 및 교육대학원의 교직과정으로서 교육사회학을 처음 접하는 학생들과 학부 전공과목에서 교육사회학을 이수하는 학생들을 대상으로 하여 집필하였다. 교육사회학이란 학문이 어떤 성격을 지니고 있으며, 관련된 이론에는 어떤 것들이 있는지, 그리고 어떤 영역을 탐구하고 있는지를 소개하고자 하였다. 이러한 목적을 위해 이 책은 학생들이 교육사회학의 내용을 쉽게 이해할 수 있도록 가능한 한 평이한 수준에서 집필하고자 노력하였다.

이 책은 총 3부 12장으로 구성되어 있다. 제I부 ‘교육사회학의 이해’는 크게 두개의 장으로 되어 있는데, 교육사회학에 대한 학문적 이해를 돕기 위해 교육사회학의 성격 및 이론 등을 소개하였다. 제1장에서는 교육사회학의 성격을 규명하고자 교육사회학의 학문적 특성, 교육사회학의 발달과정, 교육사회학의 탐구영역 등을 기술하였다. 제2장은 교육사회학에서 주요하게 다루어지고 있는 이론들인 기능주의 이론, 갈등주의 이론, 상징적 상호작용 이론, 해석학적 이론, 신교육사회학이론, 교육과정사회학 이론을 소개하였다. 각 이론에 대한 독자 또는 학생들의 이해를 돕기 위해 각 이론을 기본 관점, 교육 및 학교교육을 보는 관점, 그리고 평가 등으로 나누어 기술하였다.

제II부 ‘교육사회학의 실제’는 일곱 개의 장으로 구성되어 있으며, 교육사회학의 실제적인 연구 주제나 영역이라 할 수 있는 사회화, 가정, 학교, 사회변화, 교육격차, 평생교육, 다문화사회를 다루었다. 제3장은 사회화라는 주제를 다루면서 사회화의 의미, 사회화에 대한 여러 이론 중 Freud, Bandura, Mead, Cooley의 이론, 사회화 과정에 영향을 미치는 주요 매체 또는 기관을 기술하였다. 제4장은 가정과 교육 간의 관계를 탐색하고 최근의 가정의 변화와 그에 따른 교육적 문제점 등을 기술하면서 가정의 교육적 기능을 새롭게 부각시키려고 노력하였다.

또한 제5장 학교와 교육에서는 학교의 교육적 기능, 교사-학생 관계, 교육환경, 대안교육, 학교교육의 과제를 살펴보았다. 제6장에서는 사회변화와 교육 간의 관계를 탐색하기 위해 사회이동, 사회계층, 그리고 불평등의 문제를 다루었다. 그리고 이러한 사회변화 속에서 교육의 역할 및 기능을 조명하였다. 제7장 교육격차에서는 교육격차의 의미 및 성격과 교육격차의 모형 및 구성요인을 다루었다. 그리고 교육격차의 실태를 살펴보기 위해 다양한 지표에 대한 대구광역시 구·군별 교육격차 지도를 제시하였다.

제8장 평생교육에서는 평생교육의 성격, 평생교육 정책, 평생교육의 과제 등을 개략적인 수준에서 소개하였다. 제9장 다문화사회와 교육에서는 다문화사회의 의미, 다문화교육정책, 다문화사회와 교육의 과제에 대해 기술하였다.

제III부 ‘교육과 사회발전’은 세 개의 장으로 되어 있으며, 제I부와 제II부의 교육사회학의 이해와 실제를 토대로 하여 사회발전 패러다임, 문화발전, 인적자원개발을 다루었다. 제10장 교육과 사회발전 패러다임에서는 발전패러다임이란 무엇이며, 그 유형에는 어떠한 것들이 있는지를 기술하였다. 그리고 사회발전 패러다임속에서 교육이 담당하는 역할이나 기능을 포괄적으로 제시하였다. 제11장 교육과 문화발전에서는 교육과 문화발전 간의 관계를 다루면서 문화발전의 과정에서 교육이 어떤 역할 및 기능을 하는지를 기술하였다. 마지막으로 제12장 교육과 인적자원개발에서는 인적자원개발의 의미, 특징, 교육의 역할 등을 탐색·제시하였다.

이 책은 교육사회학의 모든 부분을 다루지 못하고 있다. 미진하거나 누락된 내용들은 차후 더 많은 노력을 기울여 계속 보완·수정할 계획이다. 따라서 이 책의미흡한 점이나 부족한 점은 많은 선배나 동학의 끊임없는 지도 편달을 통해 보충

해 나갈 계획이니 아낌없는 조언을 바라는 바이다. 끝으로 이 책이 나오기까지 격려를 아끼지 않으신 양성원 강철원 사장님과 책이 곱게 편찬되도록 수고하신 편집부 직원들께도 고마움을 표한다.​