STEVENS, Mitchell L.
Culture and education - Thousand Oaks : SAGE, September 2008
The author reviews the primary frameworks through which North American sociologists have conceived of the relation between formal education and culture and explains how sociologists' preponderant conception of formal schooling as an individual-level phenomenon and a metrical quantity has come to constrain intellectual progress in much of the subfield. The author offers two analytic strategies that might help loosen this constraint.
Culture and education - Thousand Oaks : SAGE, September 2008
The author reviews the primary frameworks through which North American sociologists have conceived of the relation between formal education and culture and explains how sociologists' preponderant conception of formal schooling as an individual-level phenomenon and a metrical quantity has come to constrain intellectual progress in much of the subfield. The author offers two analytic strategies that might help loosen this constraint.
