"课堂教学的社会学分析“撰写目录

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This article calls for a critical reimagining of sociology teaching in today’s political climate, where post-pandemic learning, rising inequalities and institutional power demand urgent reflection. Inspired by bell hooks’ question – what truly matters most? – it asks: what does an ethical praxis of teaching sociology entail, and how do we navigate its politics? I foreground positionality, care and epistemic justice as normative commitments to guide ethical pedagogy, acknowledging they are deliberate choices rather than historically universal ethics. Using the concepts of pedagogic discomfort and doing good harm, I propose interventions that foster ethical reflexivity – an orientation grounded in responsibility, attention to power and relational accountability. The article explores what it means to teach ethically, not the teaching of ethics, considering how classroom decisions reproduce or resist inequalities. Ultimately, it advocates for a sociology classroom of hope: critical, reflective and transformative, ethically and politically engaged, and committed to social justice.

The central point of this paper is that the classroom uses information exchange as a vehicle for the structuring of behavior. This contrasts to the view that children in class must "behave" themselves in order that they may learn something. When viewed from an anthropological perspective, the disinterested observer quickly notes that content of interaction is quite secondary to the structure of interaction from classroom to classroom. The content of subject matter is trivial when compared to the other functional imperatives. This is clearly seen when one compares course content across classes. The content of a history course varies dramatically as between "history" classes within even the same school system even when taught consecutively by the same instructor.

The article interlinks sociology and classrooms through the lens of teaching gender studies. It argues that to address the challenges of teaching gender studies to students of sociology at a university department, of a state university, it has to be placed within the complex terrain of classrooms. It states that while there is a discussion on the challenges of framing feminist pedagogy and teaching gender studies in India, there is inadequate engagement with the issue of; one, the changing nature of the classroom and its relevance and impact in the structuring of the disciplinary theories, methodologies and pedagogy and two, the challenges of operationalising feminist pedagogy within classrooms.

This paper investigates spatial practices in immersive virtual classrooms using the example of a university lecture conducted in social virtual reality (VR). Drawing on spatial sociology, the study examines how students position and reposition themselves after the shift from interactive to frontal teaching units in social VR. Using videography, spatial patterns were recorded, observed, and compared across four semesters. Findings reveal that students consistently enact classroom-like formations such as plenary configurations and spatial distancing from the lecturer even in a gamified, open virtual environment without seating arrangements or explicit instructions. These patterns suggest a transfer of spatial practices from physical to virtual learning contexts. The study highlights how spatial positioning in VR reflects and produces both didactic settings and social dynamics, offering a qualitative perspective on the role of spatiality for learning in social VR.

This article explores the possibilities and challenges of teaching sociology ‘decolonially’ at the National University of Singapore (NUS), Singapore. Drawing on the classroom as a site of knowledge, it highlights how students’ diverse lived experiences and epistemic positionalities facilitate the deconstruction of foundational Eurocentric categories including race, religion and modernity. However, hierarchical learning models, competitive educational structures and reductive circulations of categories such as ‘Asian values’ pose significant barriers to decolonial pedagogy. NUS classrooms accordingly offer promising ground for pluriversal dialogue and critical engagement that nonetheless necessitates unlearning and undoing various complex and entwined constraints to foster liberatory alternatives otherwise.

Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the social context of health and illness, and the social determinants of health. Engaging these students in sociological thinking can be challenging because of their diverse social locations and their identification with their future profession, which may emphasize clinical competence over broader reflective skills. In this conversation piece, we encourage critical reflection on the assumptions that underpin the teaching of sociology to aspiring health professionals. Through case studies of nursing, medicine, and speech-language pathology, we consider differences in the social locations of students and how sociological ideas are received by these professions. We argue that sociology teachers can assist health professions students to gain more from sociology by understanding these student cohorts and by reflexively considering power relations between teachers and students and between disciplines and professions.

In this article, we investigate the college teaching experiences of four first-generation and working-class (FGWC) sociology educators with varying social locations. We used collaborative autoethnography to compare our backgrounds and university navigational strategies employed and shared with our students and mentees. Using an intersectional lens, we find our experiences reflect both commonalities and divergences in the FGWC experience, including disclosure of our FG and/or WC origin status to students and our perceptions of how race, gender, and parental status shape our teaching of sociology across differing institutional settings. We end by using insights gleaned from comparing our experiences to provide recommendations for creating more inclusive classroom and institutional environments.

The classroom climate shapes students’ learning and instructors’ teaching experience in profound ways. This study analyzes classroom climate statements in syllabi from various sociology courses to understand the extent that sociology instructors highlight climate issues and how climate is conceptualized in their syllabi. Drawing from data from two different times periods (pre-2005 and post-2010), the current study examines the frequency of classroom climate statements, the factors that may contribute to the presence of a statement, and themes within these statements. Results show a significant increase in climate statements between the two time periods (17 percent vs. 58 percent) and that statements appear more often in courses that focus on race, class, gender, and sexualities and those taught by women. Classroom climate is typically framed as a matter of respect, creating a safe space, scholarly engagement with the materials and ideas, and responsibility.

Within sociological literature, Indigenous Studies and settler colonial theoretical frameworks are beginning to be regarded with greater respect and consideration. Yet, the discipline still struggles to emerge from the grasp of settler colonial assumptions; we continue to wait for U.S. Sociology to acknowledge and appreciate that all teaching, learning, and research on Turtle Island takes place on Indigenous homeland. It is a tall task to “decolonize” sociology as a field; however, Indigenous feminist scholars remind us of our responsibilities to critique problems and to offer a generative pathway forward. We take up this charge and offer our experiences and suggestions for how we can take steps toward decolonizing our college classrooms. In this article, a professor and two students write about our differing and shared experiences of learning together in an Indigenous Methodologies graduate seminar at a research-intensive university. We approached the class, and this article, with the following question: What if we were able to imagine a classroom experience that nurtured and inspired us to be in good relation with the Indigenous peoples and homelands on which our classrooms are built? We share our experiences and suggest tools we all may use to bring Indigenous teaching methods into our classrooms, and into our lives outside the classrooms.

This article explores radical learning rituals deployed during an experimental intensive course targeting first-year students at a Hispanic Serving Institution. Using the Radical Imagination Laboratory (RIL) as a template, the course explores imagination through a Black Feminist lens, specifically engaging the works of Angela Davis, Sylvia Wynter, and Audre Lorde. The article chronicles the lessons and challenges of coteaching, creating and practicing innovative teaching methodologies, and race-conscious pedagogy, while grappling with differences in race and gender positionality among instructors and students. Each of the class activities highlighted here represents a foundational theorist for the course (in conjunction/conversation with contemporary theorists). While describing these examples of alternate ways of understanding and experiencing the classroom as a laboratory for time travel and world-making, the article also investigates both students’ resistance to and their embracing of the Black Feminist framing of imagination that is at the core of the class. The article concludes that attempts to nurture imagination through an explicit centering of Black Feminist ways of knowing and being serve to stretch and elevate students’ understanding of imagination’s relationship to the past and present and the collective responsibility, costs, and power of this birthright.

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This article discusses a graduate course designed to cultivate a sociological imagination through the lens of distributive justice within families, emphasizing the influence of gender and ethnicity on daily familial distributions. Grounded in social exchange theory and principles of distributive justice, the course explores how personal experiences of injustice are shaped by gender roles and cultural norms, contributing to the discrepancy between the egalitarian ideal of equal sharing and the reality of unequal household labor distribution. The course, attended by 15 to 20 participants—primarily young, single, and married Israeli-Jewish and Israeli-Arab-Palestinian women—entails conducting in-depth interviews on family injustice, focusing on the patterns of household labor distribution among married couples. The qualitative findings underscore the course’s objective of fostering a sociological imagination, vividly demonstrating the interplay between personal experiences and broader societal structures, thereby highlighting the complex personal and sociological interconnections.

This pilot study analyzes student responses to two political cartoons which satirize racism in varying national contexts. Eight moderated focus groups viewed political cartoons then shared reactions via survey and discussion. We found that participants responded negatively to a French cartoon which they perceived endorsed racist attitudes. Participants had more positive responses to an American cartoon which they perceived to “punch up” at the racial hierarchy. A third, unanticipated set of findings relates to participants' spontaneous feedback that though they welcomed the use of popular comedy in teaching, political cartoons felt less engaging than other media formats. This left us with a new question to explore in a future second phase of our project: How can instructors consider generational differences regarding media preferences when selecting popular comedy materials for use in classroom discussions of racism? We speculate that memes, rather than political cartoons, may provide a more effective springboard for discussion. We plan to incorporate memes in the second phase of this project, a cross‐national study regarding the use of popular comedy materials as springboards to classroom discussions about racism.

This article deals with improving reading skill using the Flipped Learning Model for Sociology students at Islamic University of Balitar. The study was done using classroom action research. Data was collected through a critical reading test, observing students’ participation, and interviews. The study found that students’ critical reading skills were initially low and they lacked the initiative to practice. After using the Flipped Learning Model for two cycles, improvements in their critical reading were observed. The model encouraged twelve Sociology students to participate in learning both in and out of class. The model helped students analyze and evaluate texts, but they still struggled to internalize information and form ideas, as this requires more practice. In the first round of using the Flipped Learning Model, students did better but didn't meet the success target. The highest score was 80 and the mean was 66.56. In the second test, the sociology students did great, with the highest score being 88 and the average score 76.31, which is above the success target. This score shows they really understand and can use what they learned. Within the academic discipline of Sociology, students are frequently tasked with the examination and interpretation of intricate texts and theoretical frameworks. In such a context, the Flipped Learning Model emerges as a particularly advantageous pedagogical approach. It facilitates a self-paced learning environment, enabling students to engage with the material in a manner that aligns with their individual learning rhythms. Keywords: Class Action Research, Flipped Learning model, Improving, Reading skill, Sociology Students

This study aimed to investigate: (1) the role of sociology teachers in improving students' learning interest in XI graders at SMAN Baranusa, and (2) factors that influence students' learning interest. This is a qualitative descriptive study where the data were collected through observations, interviews, and documentations. The study focusses on sociology teachers. Besides, the data were validated through triangulation of sources, techniques, and times.The role of sociology teachers in increasing students' interest in learning were (a) creating a pleasant learning environment, (b) Using varied teaching models, (c) Providing motivation and support for students in learning, and (d) Adjusting materials to students' interests and needs in learning. Factors that influence students' interest in learning were (a) a lack of learning interest, (b) Irrelevant materials, (c) A less supportive classroom environment caused by disturbance and disorganization; and (d) Health and welfare constraints.

The purpose of this study was to observe the problem-based learning model in an effort to improve students' interest and learning outcomes. This study used the Classroom Action Research (CAR) approach. In this study, the sociology teacher acted as the actor and the researcher as a collaborative partner as an observer. The learning process was conducted in 2 cycles, with 4 meetings in each cycle, consisting of action planning, action implementation, observation, and reflection. The data collection tools in this study were observation to observe students' learning interest, observation of teacher activities, tests to determine students' learning outcomes, and documentation. The results of this study showed that the sociology teacher's teaching using the problem-based learning model in cycle I and cycle II improved, as well as students' learning interest, which showed improvement in both cycles. Based on the research data, it was found that students' learning outcomes also improved from the pre-test and post-test results, with improvements in learning mastery for each cycle.

This research aims to clarify the influence of learning motivation and learning activities on the Sociology learning outcomes of 11th-grade students at SMA Negeri 1 Mempawah Hulu. The study will be conducted at SMA Negeri 1 in the Mempawah Hulu District. SMA Negeri 1 Mempawah Hulu is a high school located in the Mempawah Hulu District. The research adopts a quantitative approach with a survey method. Based on relevant research findings, it can be concluded that there is a significant relationship between motivation, learning activities, and learning outcomes. Instilling motivation and learning activities in students is crucial for them to develop their potential optimally. Student activity in the teaching and learning process is undoubtedly crucial to creating a lively classroom atmosphere and ensuring effective material absorption. To enhance student engagement and activity in the classroom, teachers need to plan appropriate teaching and learning activities to achieve learning objectives. One way to boost student learning motivation is by creating activity-based learning experiences.

What does good theorizing look like? And how can or should theorizing be taught? This article challenges the static and exegetic approaches to theorizing that have been normalized in university teaching by explicating a novel approach to theorizing through play. To develop this approach, we reflect critically on how we implemented play as a method for teaching social theory in an undergraduate classroom and analyze the theoretical outcomes our playful activities produced. In reflecting on these experiences, we argue that play can destabilize conventional scholarly approaches to social theorizing and foster more creative ways of generating and relating to it. We also discuss several challenges we encountered introducing play into our classrooms, showing how play can disrupt some of the normative dispositions that structure theoretical practice in the neoliberal university. In naming, analyzing, and arguing for the importance of those disruptions, we consider how play might enhance social theorizing within and beyond the classroom.

The article reflects on the pedagogy of a first-year sociology and criminology module that was developed around the idea of ‘Researching the City’ in order to introduce students to the methodological and analytical processes of doing research in social science. Part of the assessment strategy centres around a weekly online diary which enables students to use positionality by way of reflecting on their experience of the city, of London, most specifically, due to the location of the university and the origin of the students. Expanding on Ash Amin’s idea of ‘prosaic sites of multiculturalism’, the article argues in favour of the transformative potential of a pedagogy that value experiential knowledge and is responsive to this form of knowledge in providing the theoretical and methodological tools to make sense of personal experiences in relation to structures and structural constraints. In this, the pedagogy works to develop a sociological imagination as a pedagogical route to empowering students in and out of the classroom in opposition to a neo-liberal ethos that instead values individualisation and competitiveness and is at present transforming higher education and society as a whole in the United Kingdom.

This article discusses the design, teaching and student assessment developed for ‘More than Human Politics’, a third-year undergraduate module, which is currently about the environmental, social and political significance of plants. Drawing on feminist pedagogies aligned with new materialism and posthumanism, this article reports on experiments with plants in the classroom that cultivate modes of navigating climate (and other) crises while championing a new, more than human and decolonial sociological imagination.

The goal of the current research is to identify the effectiveness of an educational program based on generative learning in developing classroom interaction among fourth-grade literary students in sociology. The two researchers used the experimental research approach to achieve the research goal. The research sample consisted of two groups (experimental and control), each group of (30) female students, and the research tool was the Flanders Decimal Card. The results showed the superiority of the experimental group that studied using the educational program in the level of classroom interaction over the control group that studied in the usual way, and the superiority of the post-application of the experimental group in classroom interaction over the pre-application. The two researchers concluded to a set of recommendations and proposals in light of the research results.

There is a meaningful relationship between the technology that societies have and their lifestyles. Microelectronics-based information/communication technologies have determined today's dominant technology as digitalization; this technology permeates all areas of life, including education. The learning environment of the learners in the classroom is also affected by the technology adopted. Digital classrooms have transformed the forms of interaction that build the sociality of a classroom and are a necessity for learning. In this regard, the aim of this study is to examine the forms of communication and interaction between teachers and learners in digital classrooms. Analytical autoethnography was adopted as a method. The researcher’s (active) participation within the social context being studied, which allows for both experiencing and shaping it, has been a significant consideration in the selection of the research method. The diaries kept by the researcher in the study are the main data collection tools. According to the research findings, the status of the teacher in a digital classroom, his predisposition to digital elements, and the educational approaches he uses in the learning-teaching process are significant in the success of interaction among participants. It was found that the primary reason for lack of motivation stems from positive aspects, such as the flexibility offered by digital classrooms. Low motivation causes concentration problems; it was observed that concentration issues led students to engage in cyber-loafing activities and to follow the lesson through asynchronous recordings later. It is also among the findings that situations in which the teacher has problems with his leadership during synchronous lessons negatively affect the interaction between members.

This perspective paper considers what scholars and teachers of sport sociology can (un)learn by applying the concept of intersectionality in research and in the classroom. I focus on contemporary forms of activism in the context of sport in the United States (U.S.) and demonstrate intersectionality's utility through three examples of athlete activism from the past 10 years led by sports people. Although each example is focused on a particular axis of difference and domination, such as sexual harassment (read: gender) and Black Lives Matter (read: race), I show that the cause at stake is always already intersectional. This has consequences for the field of sport studies/sport sociology; in engaging in intersectional research, sport sociologists and researchers alike can inform policymakers in sport in the decision-making process. In the final part of the paper, I offer insight from my positionality as a graduate student through reflection on how I—and my colleagues—might understand our role within the “matrix of domination” that characterizes both our subject and our field. As novice sport scholars, graduate students can translate the theoretical meanings and purpose of intersectionality into lived reality by being intentional in what and how we teach and research. In this case, I suggest that intersectional justice in sport does not just mean on the track/field/court; it can also mean in the classroom, thereby expanding our notion of what activism “in sport” is and looks like.

Using a collaborative autoethnographic approach, we discuss body mapping as an embodied pedagogical practice for teaching sexuality. Body mapping centers stigmatized bodies through guided visual, oral, and textual self-representation. We begin by discussing embodied pedagogies and the bind of representation (ideas grounded in the work of feminists of color) in teaching and learning about sexuality. We then consider three body mapping experiences: in a sexuality education graduate seminar (seminar mapping), as a remote synchronous practice (remote mapping), and as a solo practice (solo mapping). We explore challenges in representation, embodied difference, and the im/possibility of mapping the sexual. Finally, we consider the implications and applications of body-mapping exercises for sexualities classrooms.

As teachers, we often deny students the freedom to choose topics of inquiry and methods of communication. We have developed an open research project that challenges students to identify a social problem, gather research, and apply what they have learned by targeting an audience and developing a strategy for effective communication. This assignment centers a “problem-posing” focus that tasks students with confronting relevant issues in their lives and communities. It emphasizes public sociology by shifting the audience for their projects from instructors to classmates, families, communities, and beyond. Students have communicated their work through a variety of mediums, including children’s books, videos, poetry, photojournalism, and other artistic formats. We discuss challenges and strategies involved with this open project. Paradoxically, we have learned from this project that lots of freedom requires lots of structure. We find that for students to create high-quality public sociology, teachers must commit to providing clear expectations, deadlines, communication, and accountability.

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The role of extra credit in the college classroom has been examined as a philosophical and pedagogical issue, but in this project, we argue that the matter of extra credit is also a sociological one. Using survey data, we examine how college instructors’ status and individual demographic characteristics are related to the use of extra credit. We found that women and instructors with less teaching experience are more likely to offer extra credit. Furthermore, we also found that instructors who perceived extra credit as a means to engage students with the world beyond the classroom were more likely to offer it. We situate our findings within a broader discussion of the pedagogical merits of extra credit for creating just learning environments within sociology.

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This study aims to examine sociology teachers’ initiatives in implementing contextual and meaningful learning at the senior high school level. Using a qualitative descriptive approach, data were collected through classroom observations and in-depth interviews with sociology teachers in Bandung and Cimahi. The findings reveal four key themes: differentiated instruction, inclusive classroom management, contextual transformation of sociological concepts, and creative use of media and methods. Teachers demonstrated sensitivity to students’ social backgrounds, interests, and learning stages, linking abstract theories to current social issues and real-life experiences. These practices fostered participatory learning, critical reflection, and deeper student engagement. The study underscores the essential role of teachers in creating inclusive and transformative learning spaces where sociology is not only taught but lived.

Classroom status hierarchy (the degree to which popularity is unequally distributed in a classroom) has often been examined as a predictor of bullying. Although most research has relied on an operationalization of status hierarchy as the classroom standard deviation (SD) of popularity, other fields (e.g., sociology, economics) have typically measured resource inequality using the Gini coefficient. This multilevel study examines the concurrent and prospective associations of both status hierarchy indicators (referred to as SD-hierarchy and Gini-hierarchy) with peer-reported bullying, controlling for key variables (i.e., the structure of the classroom status hierarchy, average classroom level of popularity). The final sample included 3017 students (45.3% self-identified as a boy; T1 Mage = 13.04, SD = 1.73, approximately 93% born in Finland) from 209 classrooms. Concurrently, classroom SD-hierarchy was positively, linearly associated with bullying, whereas there was a curvilinear (inverted U) association between Gini-hierarchy and bullying. No significant longitudinal associations were found. The findings suggest that Gini-hierarchy provides unique information beyond the SD-hierarchy.

This article reflects our experiences of developing a more sociable approach to teaching qualitative methods. Through a set of examples drawn from our teaching practice, from our shared development of a sociable qualitative methods curriculum for MA students to the production of the Fieldwork Fables films, we explore these possibilities practically through their use in teaching contexts as a way of fostering a ‘demonstrably alive’ sociological craft. In contrast to those commentators who fear that digital culture continues to pose an existential crisis for our disciplines, we suggest that this new informational environment also affords unprecedented opportunities to re-imagine the contours of sociological craft itself andhow we bring this to life for and with our students. In this way, we argue for a sociable mode of sociological teaching that is based in the classroom but not confined to it, and which embraces the possibility to expand our pedagogical tools.

This study explores the impact of application-oriented pre-class preparation materials on enhancing classroom interaction and fostering the practical application of knowledge. Using a qualitative approach, data were collected through semi-structured interviews, focus groups, and classroom observations in two undergraduate courses: sociology and mechanical engineering. The findings reveal that materials such as case studies, problem-based learning (PBL) scenarios, and simulations significantly increase student engagement, participation, and critical thinking. Additionally, the use of these materials shifts the role of instructors from content deliverers to facilitators of learning, promoting a more collaborative and inclusive classroom environment. However, the study also identifies challenges, including task complexity and the need for adequate support and scaffolding to ensure accessibility for all students. These insights provide actionable recommendations for educators and suggest directions for future research to further optimize the use of application-oriented materials in diverse educational contexts.

ABSTRACT The concept of ‘pedagogic voice’ emphasises the capacity of children to express their views on matters related to teaching, learning and curriculum. ‘Pedagogic voice’ aligns with children’s rights to be listened to and the extent to which their views are fully considered and acted upon. Combined, these rights based approaches positively shape children’s learning experiences. This paper draws on quantitative and qualitative data from the longitudinal mixed methods cohort study Children’s School Lives to explore children’s voice. Grounded in the sociology of pedagogic voice literature and building upon research on children’s participatory rights, the paper explores children’s experiences of being heard and actively participating in decision-making processes in diverse primary school settings in Ireland. It analyses children's voice by looking at their capacity to influence their own learning, contrasting their experiences and perspectives, to those of their teachers. Findings illustrate the interplay between children’s and teachers’ narratives regarding children’s voice and their pedagogical encounters to explore the impact on teaching and learning processes, highlighting structural challenges to the realisation of children’s voice in primary classrooms in Ireland.

: Traditional theoretical instruction in sociology courses often struggles with the challenges of abstraction and disconnect from practical application. This study explores an innovative teaching approach that combines film analysis with case study methodology, aiming to link abstract sociological concepts with real-world social contexts. Through techniques such as situational introduction, case analysis, and classroom discussion, students gain a concrete understanding of sociological theories within tangible social phenomena, enhancing emotional resonance, critical thinking, and social observational skills. This approach bridges theory and practice, fostering students' analytical capabilities in sociology and their preparedness for practical applications.

While university institutions have been legally codified as sites of free expression and academic autonomy, university administrations consistently repress student-led campus rebellion and activism against racism. With the resurgence of intersectional and transnational anti-racist and anti-war student activism across college campuses, how can sociology educators pedagogically invest in students’ desires to build anti-racist praxes within and beyond the university? Informed by experiences with mutually constructive grassroots spaces and undergraduate courses, I argue that educators of race, including but not limited to sociologists, must engage with grassroots and community organizers (especially organizers who are racially minoritized and queer, femme, and/or gender non-normative) and incorporate their learning tools for popular and political education. First, I use the example of “community agreements” to show how educators can incorporate political and popular education tools into their race courses to help their students build their anti-racist toolkits. Second, I discuss two examples of how educators can collaborate directly with working class and racially minoritized grassroots organizers and invite them into the classroom. I end with a call to support community-centered learning spaces beyond the university classroom, as it can strengthen anti-racist pedagogy. Despite academic and state repression, I highlight the long-held tradition and responsibility of educators to support their students’ anti-racist critiques and action. Continuing June Jordan’s anti-racist pedagogical legacy (along with others alike), the university can only survive through co-learning and co-building with students and grassroots organizers, especially racially minoritized ones.

Social interaction plays a crucial role in early childhood development, promoting key skills in communication, cooperation, and emotional growth. This research examines how the layout of classroom furniture impacts social interaction among visually impaired preschoolers in an inclusive setting at All‘bout Montessori School in Ratmalana, Sri Lanka. The study focuses on how specific furniture arrangements affect essential aspects of social engagement, including verbal and non-verbal communication, cooperative play, conflict resolution, and helping behaviours between visually impaired and sighted children. With limited literature addressing the physical environment’s influence on social interaction in inclusive classrooms, this research fills an essential gap by investigating how intentional design can support the social needs of visually impaired children. This study employed a mixed-methods approach to explore these dynamics comprehensively. Qualitative observations were conducted to document real-time social behaviours, while structured interviews with teachers and questionnaires from parents provided additional insights. Data collection centred on three primary zones in the classroom: sensory, study, and play areas, each designed to serve different interaction and learning purposes. Ten preschoolers who are visually impaired and sighted, three teachers, and five parents participated offering a diverse perspective on how the spatial layout influenced social behaviour across various classroom activities. Findings revealed that the sensory zone, specially tailored for visually impaired children, promoted higher levels of engagement and facilitated meaningful interactions, bridging gaps in communication with sighted peers. Tactile, auditory, and olfactory cues within this zone enabled children with visual impairments to navigate the space comfortably, resulting in increased interaction through shared experiences. This sensory-rich environment stimulated non-verbal communication and cooperative behaviours, with sighted children guiding their visually impaired peers in discovering and using objects within the space. This aligns with existing research on sensory inclusion, affirming the importance of multi-sensory design in promoting inclusivity. Conversely, the study zone, configured for solitary work, was less conducive to social engagement, highlighting the need for balanced space design to support both individual learning and collaborative activities. While the study area allowed focused learning, it offered fewer opportunities for social interaction, indicating that inclusive classrooms benefit from flexible zones that encourage both solitude and group activities. Literature on classroom design similarly emphasises the importance of collaborative spaces to support social development in children with disabilities. The play area provided a semi-structured layout that effectively supported spontaneous social interactions, cooperative play, and role-playing activities accessible to both visually impaired and sighted children. Here, sighted peers were often seen guiding visually impaired children in play activities, promoting inclusivity and empathy. The play area allowed for skills in turn-taking, role negotiation, and conflict resolution to emerge naturally, reinforcing findings from prior studies that emphasise the value of unstructured play for developing social skills, particularly in inclusive environments. This cooperative play environment was particularly effective in creating a sense of community among children, underlining the need for inclusive classrooms to facilitate diverse learning and play zones that promote social cohesion. This research provides valuable insights into how specific furniture layouts can impact the social interactions of visually impaired preschoolers. By designing accessible spaces that cater to various interaction levels, educators and designers can better support inclusivity and social development in early childhood settings. Furthermore, this study establishes a foundation for future research on inclusive classroom design, particularly in sensory-rich environments that promote interaction across different abilities. The findings suggest that educators should consider multi-sensory elements when designing inclusive classrooms, ensuring that children with diverse needs can engage fully with their environment and peers. In conclusion, this research underscores the significance of purposeful furniture layout in promoting social engagement and inclusivity for visually impaired preschoolers. The sensory, study, and play areas each contributed uniquely to the children’s social experiences, demonstrating the importance of diverse, accessible classroom designs. These insights not only fill a gap in the literature but also offer practical recommendations for creating inclusive learning environments that stimulate meaningful social interactions. By implementing design strategies that prioritise accessibility and sensory engagement, educators can cultivate classroom spaces that build up the social and educational experiences of all preschoolers, regardless of ability

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Technology-Enhanced Learning (TEL) has transformed classroom interaction by reshaping how teachers and students communicate, collaborate, and construct knowledge. While previous research has extensively examined TEL from pedagogical and technological perspectives, fewer studies have focused on its sociolinguistic dimensions. This paper explores classroom interaction in technology-enhanced learning environments through a sociolinguistic lens, emphasizing how language use, discourse patterns, and interactional norms are mediated by digital tools. The paper argues that technology reconfigures power relations, participation structures, and communicative practices in the classroom.Understanding TEL as a sociolinguistic space provides deeper insight into how language, technology, and social interaction intersect to shape meaningful learning experiences.

A classroom is not only a place for female learners’ learning and growth but also a place for enacting their knowledge, power, positioning, and resistance in their classroom interaction. As important social members, these learners bring the society-approved discourses that restrict their gendered roles in their classroom participation. Female learners, dominated by their social-historical-cognitive selves, mostly do not try to initiate a conversation or participate in that as they have to contest the status quo of male learners who particularly dominate the conversation process. Hence, they have to struggle to negotiate their position and identity by resisting the ‘boy discourses’ that delimit their equal participation. This study focuses on the reproduction of resistance and the struggle for achieving the equality dynamics of the female learners to participate in classroom discourses. Six female learners and two teachers were the research participants at a private university in Chattogram, Bangladesh. Kumaravadivelue’s (1999) critical classroom discourse analysis (CCDA), van Dijk’s (2003; 2016) socio-cognitive and Wodak’s (2009) historical-cognitive model and Braun and Clerk’s (2006) thematic analysis approach had been used here as an analytical framework and for data analysis tool. Structured focus group interviews and classroom observation were the tools used for generating data that gave the impression that female learners use both active and passive resistance that happens due to the existing micro and macro factors surrounding them. Moreover, their historical, social, and cognitive positioning and struggle for negotiating power and identity gave them the insight that the classroom served both as a learning and growing space for them. This study contributes to the budding research on female learners’ being and becoming an identity in a powerful classroom interaction that can infl uence them beyond the classroom.

ABSTRACT While quality teacher-student classroom interaction is crucial in promoting students’ learning, literature recognizes the meaningful effects teachers’ and students’ social background characteristics and cultural values or orientations have on classroom interactions. However, the extent of relationships between elements of the social and cultural contexts of teachers and students on teacher-student classroom interactions seem under-researched and may require more efforts from researchers, especially in the context of Africa. This empirical study sought to explore these elements and how they relate with teachers’ and students’ perceived classroom interactions in basic schools in southern Ghana after controlling for their demographic characteristics. A questionnaire was used to collect data from 175 teachers and 501 basic school students and was analysed using exploratory factor analysis, correlation, and hierarchical regression analyses. The results showed that social context and culturally responsive teaching practices correlate positively with teacher-student classroom interactions. Also, variance in classroom interactions was attributed to both social and culturally responsive teaching practices of teachers, with the latter having a greater effect on teacher-student classroom interactions. Implications of these findings for policy and practice are discussed.

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INTRODUCTION According to the Intergroup Contact Theory, social interaction can foster positive attitudes toward outgroups. However, less is known about the role of social-cognitive strategies in navigating experiences that prompt identity reflection, such as interactions in ethnically diverse classroom environments. In this study, we examine the role of identity processing strategies (i.e., informational, normative, diffuse/avoidant) in the relationship between classroom ethnic diversity and attitudes toward ethnic outgroups. METHODS Using nationally representative data from the first wave of the Czech Education Panel Survey (2023), which included 23,466 high school freshmen (49.3% males, 49.9% females, and 0.8% others; 37.5% have at least one university educated parent; mean age of 15.6 years, Czech majority 84.4% and ethnic minority 15.6%) from 249 schools, multilevel models were employed to examine the attitudes of the Czech majority toward minority groups, as well as the attitudes of ethnic minority members toward the Czech majority. RESULTS The findings show that there is a relationship between identity formation strategies and attitudes toward ethnic outgroups. Adolescents using informational and normative identity strategies are more positive toward outgroups. Diffuse/avoidant strategy is not associated with attitudes toward outgroups. Further, higher ethnic diversity in the classroom is associated with more positive attitudes toward outgroups among adolescents who use informational and normative identity strategies. CONCLUSIONS This study indicates that higher ethnic diversity in the classroom may facilitate the formation of positive attitudes toward other ethnic groups among adolescents. Thus, ethnicity should not be neglected when considering the composition of students in the classrooms.

ABSTRACT The identification of the recurrent patterns of interaction is a window to understanding the patterning of social behaviour, and as such, it is the target of many quantitative and qualitative analytic techniques. Here, we offer a reflected illustration of one of those quantitative techniques, namely, T-pattern analysis, which is a flexible technique that unveils sequences of events (behaviours) that are repeated in the data within a critical time interval. We illustrate the use of T-pattern analysis by exploring the verbal interactions between teachers and students in Dutch maths lessons. In particular, we explore the shifts between a process and a performance orientation of teachers and students, as inferred from their verbalisations. After this illustration, we discuss the affordances and limitations of T-pattern analysis to illuminate our questions regarding the dynamics of real-time classroom interaction. We conclude by inviting future users of this technique to strategically embed its application in a process of inquiry that purposefully considers iterations of inductive and deductive steps. Using the inductive power of T-pattern analysis in balance with solid disciplinary reasoning can yield exciting insights into our understanding of classroom interactions.

Aiming to contribute to the small body of work that analyzes age as not only socially constructed but interactionally accomplished, this paper examines how California second-grade students refer to and perform aged identities (e.g., “baby,” “teenager”) in classroom peer interactions. Through the lens of what they call “aged authority,” the author analyzes how students take authoritative stances by making aged identities demonstrably relevant to their interactions across various types of classroom activities. An ethnographic multimodal analysis combining interactional and intersectional perspectives shows how, through topicalizations, stylizations, (mock) affect displays, storytelling, and ritual insults, focal students take stances of aged authority that variously reinforce and unsettle developmentalism, adultism, and other discourses.

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Abstract This single case study illuminates the complexity of successful classroom management. Framing classroom management as ritualized community building (Bell, 2009), we show how a teacher’s interaction rituals (Collins, 2004), emotional labor (Scheff, 1994), and professional improvisation (Sorensen, 2023) are integrated in this process. Based on observations of a primary schoolteacher’s classroom management, a chain of interaction rituals could be discerned. Furthermore, in a subsequent in-depth interview with the same teacher, these rituals could be connected to specific emotions, and improvisational acts. According to the interview, the teacher primarily strived to maintain a ‘cozy ambience’, and to establish participation as the norm. Through abductive analysis, a coherent framework for the teacher’s complex classroom management was outlined, where all action and emotions appeared to derive from a moral core value of ‘feeling social responsibility’. Theoretically, this study contributes a complex ritualized model of emotional labor, professional improvisation, and community building in classroom management that teachers can use for reflection and improvement of their own practice. Empirically, results highlight how challenging classroom situations can become opportunities for social bonding and community building. Results also demonstrate that even the most experienced teachers need assistance to simultaneously satisfy the varying needs of different pupils.

Cooperation and bullying have a subtle yet important interaction that influences the social dynamics in elementary school classrooms. We investigate this interplay in a large sample of 1112 students across 47 public primary classrooms in Chile. Using a video game interface to create a dyadic, non-anonymous social dilemma, we map the cooperative social network within each classroom. In addition, we collect peer nomination data and use the Illinois Bullying Scale to categorize students as bullies, victims, or bully victims. Our results indicate that low levels of received cooperation significantly increase the likelihood of students being identified with the dual role of both bully and victim, known as the bully-victim profile. This negative relationship remains robust even after controlling for demographic and classroom context variables using multilevel regression models and is consistent when employing causal inference techniques such as statistical matching. We propose that the relationship between received cooperation and the bully-victim profile stems from the capacity of received cooperation to capture key factors influencing social relationships among students, such as popularity, prosociality, GPA, and aggressiveness. Our study contributes to the understanding of human interaction in educational settings and it offers a new framework for targeted interventions in primary education, providing insights for future educational policies and practices.

The construction of a successful online collaboration between distinct cultural groups requires an informed cultural awareness. This is the exploration of such an online collaboration between American and Turkish Students. The focus of the shared student interaction was the concept of corporate social responsibility. As the concept is enacted differently in different cultures, this represented an ideal opportunity for topical student reflection and for cultural exploration. The approach utilized focused on relationship-building as a preface to content discussion based participant preferences suggested by relevant cultural research (e.g., Hofstede). Corporate social responsibility campaigns in the United States and Turkey focused on domestic violence were considered with an eye toward the distinctions between each. Results suggest positive student outcomes emerged from this approach. Implications for intercultural online learning and diversification of public relations curricula are considered.

Feedback is a powerful learning tool, however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom, however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

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ABSTRACT Introduction The study aims to look at postgraduate students' perceptions of intercultural communication. It also looks at the difficulties that both local and international students face in terms of communication interaction in the classroom and on campus. Methods The researcher interview four participants who were chosen at random among postgraduate students in International Islamic University Malaysia. The researcher used semi-structured interview questions as the instrument and a thematic analysis is used to answer the research questions then generated the themes and subthemes for the analysis of the study. Findings The results yielded that the complexity of culture, language barrier, attitude towards foreigners; social interaction, individual differences, perceived laziness and stereotyping constitute students’ perceptions on intercultural communication interaction among the local and international ELS postgraduate students. Furthermore, Results show that in these groups, the majority opposed intercultural interaction amongst non-native speakers. The results of this work have implications for future research on intercultural communication awareness among both local and international students.

As the field of Human-Computer Interaction (HCI) increasingly engages with matters of social change for the Global South, more students from this region — seeking to use HCI for impacting their countries - emigrate to HCI programs in the Global North. In turn, this challenges the assumed targeted audience, intentionality, and pedagogical approaches of traditional HCI educational structures. Drawing from Latin American decolonial thinking, we reflect on our experiences as Latin American students seeking a graduate education in the United States. From there, we discuss paths for HCI educators and students to engage with the co-creation of pluriversal learning spaces that resist universal notions of language, class content, and knowledge production. As we build a more inclusive research community, these discussions become critical for imagining an HCI education aware of its social and political dimensions.

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In this grounded theory study, we follow the cases of two marginalized female students in their Regents High School Chemistry class. Both traditionally and historically, chemistry has been viewed as a challenging field of study, one promoting elite status stereotypes that often alienate and hamper students’ capacity for achievement in science. Especially now that we live in an era where collaborative group learning is emphasized, particularly in urban classroom settings, it is critical to determine the effect group identity development has on students’ perceptions of themselves, their social groups, and the implications when learning science content. This research expands the current work in group memberships and social identity by utilizing an emergent model we are calling Classroom Group Identity or CGI, which stems from theories of social identity, interaction ritual chains, and communities of practice. Using the conceptual lens of classroom group identity, class surveys, interview transcripts, classroom observations, and classroom transcripts, a positive change in emotions was observed in the values, perceptions, and behaviors of these two students. In turn, CGI development, described as a micro scale collective or social identity, influenced the construction of classroom leadership and trust in both marginalized female students and provided a means to encourage and support the learning of chemistry topics.

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This article explores how teachers and pupils construct and negotiate discourses around comic books as part of interaction in the classroom from a New Literacy Studies perspective. The combination of imagery and text, the essence of comics, makes them relevant tools for exploring how literacy is constructed in social interaction in the classroom. The analysis is based on video material from two different Swedish schools, one class in Grade 3 and one class in Grade 8. Nine interactional sequences were initially found, and these have been analysed using a qualitative discursive psychological approach, investigating how assessments are utilized to perform social actions – how participants use assessments of comics as easy or difficult reading, or assessments of themselves or others as being or not being comic book readers – to make something happen in interaction. The results show that participants utilize discourses of personal, visual and textual literacy to construct a comics literacy in which image and text are both construed as important for, as well as a difficulty in, reading comics. This demonstrates constructions of comics literacy and readership, how personal experiences of reading comics are important and the importance of broadening the view of comics as school literature.

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New media has enabled users to informally learn, consume, create and produce in many different ways and forms at (almost) any time. In 2013, Papacharissi and Easton further theorised Bourdieu’s notion of habitus to embrace new media in the 21st century, coining ‘habitus of the new’ focusing on the novelty and practices surrounding new media. This article explores the digital practices inside of school, and the ways young people use new media on their digital devices (including their smartphones). The article points to some dysfunctional practices that practically occur when endeavouring to incorporate these individual devices for learning purposes. Drawing upon a large study utilising ethnographic studies of three public secondary schools located in the state of Victoria, Australia, I provide four vignettes highlighting how and when students used their digital devices for learning, leisure, and social interaction, performing the habitus of the new, and working around teacher directives.

Background: The Classroom-as-Organization (CAO) is an experiential learning course in which students create and manage an organization as part of class activities. Student interaction with peers is an important feature of the CAO. Educators suggested that student interactions in CAOs follow certain patterns, but these observations have not been tested in empirical research. Purpose: The research focused on exploring patterns of interaction in a CAO. Methodology/Approach: Network data were collected from students and instructors at four different times during a two-semester CAO course. The authors then used social status theory, friendship formation literature, and Simulation Investigation for Empirical Network Analysis (SIENA) to test hypotheses about interactions in the CAO. Findings/Conclusions: The authors found evidence that (a) localized informal leaders emerge in the class, (b) reciprocation ties between individuals happens within, but not necessarily between departments, and (c) there is a close connection between class-related interactions and social interactions outside of the class, impacting leadership in the CAO. Implications: Instructors need to pay close attention to understanding and managing interdepartmental relationships in CAOs. Furthermore, educators may only have a limited understanding of CAO group dynamics, given that they may not have a high awareness of student social interactions outside of class.

Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students’ same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel models reveal teachers’ reported practices and observed interaction quality account for a small proportion of the variance in students’ bridging and bonding relationships at the classroom level overall, but with differential effects for EL and non-EL students. For example, in classrooms with greater reported use of bonding practices, EL students reported more bonding and fewer bridging friendships in the fall, and showed relatively less fall-to-spring growth in bridging friendships. Implications for future research and teacher training are discussed.

Homophily is a fundamental sociological theory that describes the tendency of individuals to interact with others who share similar attributes. This theory has shown evident relevance for studying collaborative learning and classroom orchestration in learning analytics research from a social constructivist perspective. Emerging advancements in multimodal learning analytics have shown promising results in capturing interaction data and generating socio-spatial analytics in physical learning spaces through computer vision and wearable positioning technologies. Yet, there are limited ways for analysing homophily (e.g., social network analysis; SNA), especially for unpacking the temporal connections between different homophilic behaviours. This paper presents a novel analytic approach, Social-epistemic Network Analysis (SeNA), for analysing homophily by combining social network analysis with epistemic network analysis to infuse socio-spatial analytics with temporal insights. The additional insights SeNA may offer over traditional approaches (e.g., SNA) were illustrated through analysing the homophily of 98 students in open learning spaces. The findings showed that SeNA could reveal significant behavioural differences in homophily between comparison groups across different learning designs, which were not accessible to SNA alone. The implications and limitations of SeNA in supporting future learning analytics research regarding homophily in physical learning spaces are also discussed.

While social constructivist interpretations have advanced a relational, multiple, and fluid conception of identity, one difficult problem involves understanding how identities are stabilized during the course of interaction. This article argues that interactants define and stabilize identity by producing identity artifacts with multimodal means, by constructing configurations of those artifacts, and by using those artifacts to project social space.

The aim of this study is to evaluate and explore the deployment of adult migrants’ first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden’s Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students’ efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students’ L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin’s thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers’ conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs’ socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students’ personal experiences, extensive knowledge, and everyday communicative realities. The teacher’s plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.

This research aims to analyze teacher and student interactions in sociology learning and identify obstacles in teacher and student interactions in sociology learning in class XI IPS MAN 1 Medan. The method used in this research is qualitative research with an ethnographic approach. Research data collection techniques through participant observation, in-depth interviews, documentation and field notes. The research results show that good interactions between teachers and students contribute positively to student relationships and engagement. Teachers succeed in building effective relationships through emotional connection, positive communication, forming good habits, and support through good feedback. In the sociology learning process, starting from the opening activity, core activity and closing activity, teacher and student interactions form certain patterns, namely one-way interaction which occurs if only the teacher gives action to students, then its nature then changes to two-way when there is a reaction by the participants. students, and becomes multidirectional when interactions are more complex, for example during presentation activities. This research also found that there were obstacles in the interaction between teachers and students. Such as lack of response and participation and time constraints make it difficult for teachers to understand their specific needs. And the obstacles for students are mainly psychological and emotional obstacles such as lack of self-confidence and shyness to be active and participate in class.

This article considers how technology and the Chinese models of camp governance affect camp detainee agency in contemporary Xinjiang, China. It shows how the models of camp governance used to control Uyghurs and other Muslim peoples emerge from the history of the Maoist education system in China. It also considers how this education model of governance is met by a new control model of automated surveillance. Drawing on repeated and ongoing interviews with former detainees as well as police documents, this article examines how detainees themselves are ranked in the order of the cell, and the digital, aural, and textual content of camp instruction. Ultimately, the article argues that a camp governance model of coercive education does offer detainees some partial forms of autonomy. Paradoxically, in part because of the contradiction between the two governance models, human agency is not fully lost in the midst of intense forms of detainee trauma.

This research aims to reactualize the role of teachers as social agents through the perspective of contemporary educational sociology. In the midst of rapid social transformation due to globalization, digitalization, and cultural pluralism, the function of teachers is no longer limited to the delivery of knowledge, but expands as actors who shape social norms, maintain community integration, and mediate structural inequality in educational institutions. Using a descriptive-qualitative method based on literature study, this paper analyzes the role of teachers in the process of reproduction and transformation of social values, negotiation of cultural identity in the classroom, and the development of students' critical awareness. This study draws on the theoretical frameworks of Emile Durkheim, Pierre Bourdieu, and Paulo Freire to explain how teachers operate within institutional structures while still having agency in driving social change. The results of the analysis show that the sociological role of teachers needs to be understood not only from an institutional point of view, but also as part of a broader socio-cultural dynamic, in which education functions as a medium of social construction. Therefore, a review of the role of teachers as social agents is important in formulating a responsive, democratic, and liberating education system.

This study aims to analyze the dynamics of cooperation and conflict in the context of education based on Religion, Philosophy, Psychology and Sociology (AFPS) in primary and junior secondary schools in Indonesia. A descriptive qualitative approach was used in this study with data collection methods through semi-structured interviews with key personnel, including principals, teachers and students, as well as direct observation in the classroom. The results showed that AFPS-based education successfully increased students' engagement and cooperation through group discussions, collaborative work, as well as the development of critical thinking skills. However, conflict challenges arise as a result of students' different religious backgrounds, philosophical values and academic abilities, which can hinder the learning process if not managed well. Teachers play a key role in facilitating cooperative dynamics and managing conflicts that arise in the classroom. This study also found that factors such as the role of the teacher, school culture, and students' social and cultural backgrounds have a significant effect on the success of AFPS-based education. The implications of this study include the importance of continuous teacher training, managerial support from schools and strengthening inclusive school culture to support open dialogue and effective cooperation in the classroom. The findings are expected to guide the development of a more holistic and inclusive curriculum in Indonesia.

Rural and first-generation students face unique challenges to accessing and persisting through college. While there is increasing literature on how to better serve first-generation college students, rural first-generation students have received far less attention. By associating student experiences with key concepts such as social groups, social class, inequality, community, and culture, sociology is well positioned to address the needs of first-generation rural students and enhance learning for all students. In this conversation piece, we will discuss the intersection of first-generation and rural identities and provide ideas for countering the urbancentric teaching of sociology and engaging rural first-generation students as assets at the classroom, faculty, department, and institutional levels.

The new sociology of education (NSE) marked a departure from existing traditions in seeking new measures and weights to reckon with inequality in schooling. Laid out on the table for analytical appraisal were classifications and valuings of knowledge—those of schools and those of different social and professional groups invested to varying degrees in education (Bernstein, 1971). Differentiations in linguistic practices and the prestige they bear were also calibrated against social status and classroom demands (Bourdieu, 1991; Bourdieu & Passeron, 1990). The differential importance and value of school itself entered into analytical view, in examinations of middle-class ‘reconversion’ strategies, working-class alienation and of the false ideological attributions of meritocracy (Bourdieu, 1984; Young, 1971). In short, the scaling of educational inequality was undertaken in distinctive ways by the new sociology of education. The retrospective task of reflecting on the contributions of the NSE further involves a kind of scaling or rescaling from a different temporal and spatial vantage point. My purpose here is to draw upon the notions of scale and scaling as a way of reviewing the contributions and limitations of the NSE, and of drawing connections to alternative scales upon which inequalities may be identified. I draw on an understanding of scale as the “establishment of perspectives in discourse that make visible dimensions such as relative proximity, importance, legitimacy, classification, affinity, and so on” (Windle & Moita-Lopes, 2021, p. 131; see also, Carr & Lempert, 2016). My focus is on the work of Bourdieu, whose influence beyond the temporal and spatial contexts of its production has perhaps been widest among the names typically associated with the NSE (Bourdieu & Passeron, 1979, 1990). However, in considering the uptake of the NSE, I am also interested in processes of recontextualization, a concept used by Bernstein (2000) to examine the transformations of knowledge into pedagogical forms. This term is related to the wider analytical perspective of entextualization, “the process by means of which discourse is successively decontextualised and recontextualised, and thus made into a ‘new’ discourse” (Blommaert, 2005, p. 47). In the present contribution, the NSE is considered as a multifaceted discourse that continues to be recontextualized and, hence, to gain new meanings. I argue, following Silverstein and Urban (1996) that a ‘ focus on processes of entextualisation allows for examination of roles involved in the production, circulation, and reception of a given text, as well as the shifts in meaning that occur when these roles or other contextual elements alter in subsequent appropriations of the text’ (Windle, 2020, p.292).

Language education has predominantly focused on classroom instruction and pedagogical strategies, yet the sociological aspects of learning—especially the family’s role—are often overlooked in English as a Foreign Language (EFL) contexts. This study explores how parental attitudes, support systems, and disciplinary approaches influence Turkish university students’ oral fluency in English. While educators and curricula are frequently held accountable for low communicative competence, this paper posits that sociocultural factors originating from the home environment play a crucial role. Utilizing a qualitative-dominant mixed-methods design with 210 undergraduate EFL learners and 24 lecturers from four Turkish universities, data were gathered through questionnaires, interviews, and parental focus groups. Findings indicate that students with supportive and engaged parents exhibit greater self-efficacy, confidence, and linguistic agency in communication tasks. In contrast, those from indifferent or authoritarian families experience anxiety, low motivation, and stagnation in oral skills. Grounded in Bourdieu’s social capital theory, Bronfenbrenner’s ecological systems theory, and Coleman’s social context of learning, this study conceptualizes the family as an “invisible classroom” where linguistic habits, discipline, and cultural aspirations are cultivated. The paper concludes by proposing a Family-Engaged EFL Fluency Model (FE-EFM) that integrates learner development within a framework of sociological co-responsibility involving parents, educators, and institutions.

To shed light on sociology's function in managing Islamic educational institutions, an article must be offered on the topic of the sociological approach to smart classroom management. Smart Classroom as a modern learning model has many risks or negative impacts that are likely to keep students away from accomplishing educational objectives. For this reason, an appropriate approach is is required in addressing  the various risks that may occur due to the use of technology in learning. The purpose of this article is to determine what a smart classroom is, what its potential negative effects are, how the smart classroom program is managed, and what sociological approaches can be utilized in this smart classroom program. This article was written using a qualitative approach, with the author accumulating data from various sources of literature, such as existing books and journals. This article concludes that one of the sociological approaches utilized in the smart classroom program is the formulation of a rule, followed by its affirmation and consistent application.

This article sheds light on the registers of violence through which people from marginalised groups—especially non-normative or minoritised collectivities of gender, sex and religion—are constructed as outsiders in science higher education in India. Further, this article delineates the production and construction of a ‘normal’ sex/gender in a science classroom as distinct from a ‘biological’ sex/gender. Towards these goals, this article uses autobiographical narratives of a Muslim intersex transgender (trans) individual pursuing their masters in a science institution in Bengaluru, India, which it analyses using sociology of science and psychoanalytic lenses to articulate these mechanisms as the construction of the ‘epistemological deviant’ and the employment of ‘epistemic abjection’.

ABSTRACT Established by student activists in the 1960s, Project Community in the Department of Sociology at the University of Michigan (U-M), Ann Arbor, is one of the longest-running community-engaged learning programs in the country. Community-engaged learning courses like Project Community have been identified by the American Association of Colleges and Universities (AAC&U) as a high-impact educational practice because they allow for simultaneous learning in the classroom and community (AAC&U 2022). This paper explores how Project Community utilizes various pedagogical approaches grounded in liberatory and social justice education to provide U-M students with the opportunity to learn how to engage in mutually beneficial, respectful, and ethical relationships with community members. The structure of this two-course sequence is described and examples of experiential activities are provided so that instructors can gain insights into how students can apply their sociological lens to real world experiences. Data from teaching evaluations and post-course surveys from Fall 2019–2022 are included to explore how Project Community has increased students’ awareness of their positionality in society, deepened their understanding of social inequalities, and strengthened their commitment to social responsibility.

Background: This paper reports on an investigation of male primary student teachers about their planning and teaching over the course of the 2021 year. Three male student teachers’ experiences are presented. Purpose: This study highlights how they negotiated the intersections of self with school, identity, and gender as male student teachers. Method: In weekly semi-structured peer group discussions student teachers were asked to describe the decisions that they made in planning, to reflect on the nature of the decision-making process that they went through, and about the consequences of this process. As necessary, questions were posed to the groups to further stimulate discussions. Written notes were taken from these discussions and used in combination with visiting lecturer notes about their teaching practice. Results: It was through the combination of these classroom activities and teaching practice observations that ethnomethodology and symbolic interactionism intersected with these student teachers’ self with school, identity, and gender. Ethnomethodology concerns how social order is established through social interactions while symbolic interactionism includes both verbal and non-verbal communication. It has been known that past experiences are the foundations of future experiences. The three male primary student teachers presented in this study support this assertion through their inward-looking and/or outward looking narratives. Conclusion: This study adds to our understanding of the importance of what messages schools, colleagues, and the wider community are sending to male primary teachers about their work and worth as primary teachers.

This study examines the contribution of role play learning methods to the development of interpersonal communication competence among early childhood learners in peripheral regions of Indonesia, focusing on TK Ilwiaru Watumera Wakarleli in Southwest Maluku. Framed within participatory pedagogy, symbolic interactionism, and social reproduction theory, the study positions role play not merely as a learning activity but as a form of social practice that shapes children’s communicative habitus within their local cultural context. Using a qualitative case study approach, data were collected through participant observation, in-depth interviews, and documentation of classroom activities. Findings reveal that role play significantly facilitates early socialization, strengthens children's capacity as reflective social actors, and fosters interactional dynamics reflecting the norms, values, and social structures of the local community. This research contributes novel insight by highlighting the transformative potential of symbolic play in early childhood education in Indonesia’s frontier, outermost, and underdeveloped (3T) areas—not only as a medium for reproducing existing structures but also for initiating social change. The study advocates for context-based, culturally grounded early childhood curricula that support inclusive communication skills and align with broader efforts toward the decolonization of education in the social and political sciences.

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Bullying is a pervasive public behaviour that raises significant global concerns, inflicting harm on bullies, victims, and bully‐victims. This qualitative case study investigates bully‐victim role formation through the lens of symbolic interactionism. Data were collected via interviews and observations with a Chinese adolescent boy identified as a bully‐victim, by his family, teachers, and peers. Findings revealed the case subject experienced relational and physical victimization, while perpetrating financial, verbal, and physical bullying. Family violence, school exclusion, and an aggressive community culture shaped the subject's aggressive responses over time. Unique aspects of the Chinese cultural context, including parent–child dynamics within migrant families and teacher–student relationships, influenced role development. This novel application of symbolic interactionism sheds light on the complex interplay between multisystem interactions, emotions, and confrontational actions underlying the case subject's bully‐victim status. The study underscores the value of qualitative explorations, giving voice to bully‐victims' perspectives. Findings can inform culturally specific bullying prevention and highlight how contextual interactions shape adolescents' roles. This rare glimpse into bully‐victim experiences in China advances theoretical perspectives and has important implications for research and practice addressing the worldwide problem of bullying.

Du Bois is often regarded as an important scholar for his contributions to the development of sociology. However, less is known about his work in developing interactionist thought. This essay is an introduction to this special issue, and a small attempt to acknowledge the work of scholars of color within the interactionist tradition. The Du Bosian approach to sociology has for too long been dismissed out of hand. Scholars pursuing new areas of inquiry, topics outside the bounds of “mainstream sociology,” are often met with fierce resistance—even today. Instead of building these scholars up, through mentorship and aid, so‐called “accomplished” scholars see fit to tear down the work of those not like them. The Du Bosian perspective celebrates the plurality of voices, advocates for mentorship, and sees sociological inquiry as rooted in the real needs and concerns of those so marginalized. As this collection of articles illustrates, even when conforming to scientific standards work in this tradition has a political dimension as it lays bare the inequities in society—even, at times, drawing government interference with their work. This issue also calls upon professional sociologists to reflect on the ways they reproduce these patterns within the discipline and higher education.

Symbolic interactionism continues to be criticized from both inside and outside of interactionist circles by those who claim that the perspective does not address issues of social structure and fails to recognize constraints on human agency. In this paper, we critically address these claims and defend Blumerian symbolic interactionism from three versions of the charge of astructural bias and demonstrate how the perspective accounts for social structural forces. In doing so, we make reference to the classical roots of the perspective. We conclude with an illustrative and didactic example that demonstrates how even the most micro-oriented of interactionist research can still take account of social structural issues.     

Critical discourse analysis (CDA) is unique in that it examines how language develops communicative actors as individuals who are both autonomous and socially situated, devoted to collective goals and social transformation. It explores how discourse constructs, maintains, and challenges social power relations, ideologies, and institutional practices. By investigating the recurring patterns and structures of language use in different social contexts, CDA enables a more profound understanding of social processes, hierarchies, and the influence of social actors’ opinions, behaviors, and positions within society. It emphasizes that language is never neutral but is always embedded in social meaning and struggle. This article will be divided into three main parts. The first part introduces the concept, development, and key theoretical underpinnings of CDA. The second part applies a selected analytical framework to examine a specific discourse context. In the final section, the author explores how CDA can be applied in a classroom setting to enhance critical language awareness and pedagogical practice.

ABSTRACT The concept of inclusion, which emphasises access to education and well-being for all students, is fundamental to Icelandic schools, but its aims and applications continue to be impacted by various social and academic barriers experienced by an increasing diversity of students. This article is an ethnographic study focusing on power relations in a seemingly inclusive classroom and school in the capital city of Reykjavík. The analysis draws on Bourdieu’s concept of social space to examine the classroom as a network of intersecting social positions. Data consists of participant observations, teacher interviews, and sociograms derived from student questionnaires. Findings suggest that the hierarchies found within the framework of inclusion are affected not only by social and academic relationships among students, such as those based on gender, ethnicity, class, and language or academic ability, but also by teacher and student perspectives on normative cultural practices that are intertwined with inclusive practices.

This paper presents a foundational classroom exercise used to help introduce the systemic and interactional aspects of the binary gender system, using 12 occupations selected from the Bureau of Labor Statistics and personality characteristics from the Bem Sex Role Inventory. This activity was conducted in an introductory Diversity course at a Midwestern community college over 13 semesters (n = 603). Collected results indicate a strong tendency for students to invisibly gender each occupation without any suggestive cues and a willingness in retrospect to examine their role in the implicit process of gendering. As such, this exercise may offer an additional strategy to help students understand that their individual agency can serve both to reproduce and challenge existing power relations.

The objective of this investigation is to unveil male dominance assumptions and discourses of gender differentiations in the architecture classroom, in light of the possibilities for resistance and reinterpretation of the social practices. Adopting Feminist poststructuralist discourse analysis (FPDA), this study falls broadly into attempt to unveil the complex network of power relations and the role of gender stereotypes in the architecture classroom at the University of Hassiba Benbouali (Chlef).  FPDA perspective views that individuals are seldom consistently positioned as powerful across all discourses within a given community of practice. My survey is based on FPDA which provides space for female students’ voices, which have been marginalized or silenced by discursive practices in the architecture classroom. This paper exhibits the complexities and the ambiguities of female experiences, giving space to female voices that were being silenced or marginalized by dominant discourses in the architecture classroom. I have identified five significant discourses in the architecture classroom and the findings report that students (both males and females) are simultaneously positioned as relatively powerless within certain discourses and as relatively powerful in others.

No abstract available

Conducting a participatory action research (PAR) in schools is challenged by traditional asymmetrical power relations between adult teacher-researcher and young student-participants inherent in the school setting. In this article, we present PowerView, a new method that may reduce power hierarchy in the research classroom. Based on postcolonial theory, feminist theories, and critical visual studies, we implemented the idea of ‘reversal-of-the-gaze’ by asking the student-participants in our PAR program to turn their cameras at the instructor-researcher and capture images that represent their point of view of him. Enabling the students’ to gaze back at the instructor-researcher/serial observer with their cameras disrupted the hierarchical power paradigm in the research classroom and created a more equal space. The article will introduce the methodological stages of PowerView and present findings that demonstrate the potential of the method to change power relations between the researcher and students and challenge the power structure at the research classroom.

ABSTRACT Background This study examines power dynamics within a Humanistic Knowledge Building Community (HKBC) in an Israeli BA education course at the University of Haifa—a setting shaped by diverse and conflicting narratives. Using post-structuralist frameworks and More-Than-Representational (MTR) theory, we investigate how MTR mediums interact with representational mediums to either reinforce or challenge power structures. Methods The analysis focuses on a reflective group activity, employing interactional analysis alongside post-structuralist and MTR methodologies. This approach explores how MTR mediums and representational discourse shape power relations within the classroom. Findings Our findings reveal that while representational discourse often reinforced existing hierarchies, MTR mediums offered marginalized students subtle yet impactful ways to resist hegemonic power structures and assert agency. Moments of circulating affect, kinesthetic togetherness, and emerging mobile architectures provided opportunities for subjugated knowledge to surface, disrupting dominant narratives. Contribution This research demonstrates how resistance and agency manifest in learning communities marked by diverse and conflicting narratives. We argue that integrating MTR frameworks into learning community designs can foster inclusive environments where diverse identities and knowledge are valued. Our findings advance theoretical and practical understandings of learning in sociopolitical contexts.

ABSTRACT Bringing Bourdieu and Cultural Historical Activity Theory (CHAT) together, I present, here, a methodology for pedagogic interventions that are developmental for non-dominant learners. Drawing on a Year 8 mathematics classroom (UK), I demonstrate how learners’ positioning, and position-takings in the division of labor of a teaching-learning activity (following CHAT) are mediated by objective power relations that perpetuate an inequitable educational system (following Bourdieu). Here, teachers recognizing and valuing learners’ non-dominant forms of capital, and peer relations is key to non-dominant learners’ enactment of agency and empowerment of their voices, and this can create opportunities of resistance, development, and change.

Inclusive education is a global and national mandate that aims to provide equitable access to education for all children, including children with special needs (ABK). However, its implementation is still colored by veiled discriminatory practices. This study aims to examine how power relations in educational institutions shape the experience of ABK in schools, as well as analyze how educational structures can reproduce social injustice. This research uses a qualitative approach with a systematic literature review method based on a critical sociological perspective. The data source is in the form of secondary literature from journal articles, scientific books, research reports, and relevant policies in the period 2017–2025. Data was collected through systematic searches in various scientific databases and analyzed thematically and interpretively. The results of the study show that inclusive education is still fraught with unequal power relations through labeling, normalization, and institutional resistance to diversity. ABK is often marginalized because of non-inclusive normative standards. These findings affirm the importance of transforming the education system through a critical, reflective, and social justice-based approach. This research recommends curriculum reform, transformative teacher training, and structural support that ensures the full participation of children with disabilities in education.

This study examines the dynamics of power and obedience in the kiai-santri relationship as represented in the Malaysian series Bida'ah, by emphasizing the pesantren institution as a space for the production of symbolic power. The focus of this study is in the realm of sociology of power, media, and religious culture. This research is important because media representations play a role in shaping public perceptions of traditional authority structures in Malay Islam. The research method used is qualitative-ethnographic with a sociological-cultural approach, through narrative observation of the Bida’ah series and in-depth interviews with seven alumni of pesantren salaf in Jember, East Java. The results show that the kiai figure is represented as a symbolic power center with inviolable spiritual-charismatic authority, while santri show structural and emotional obedience within a patron-client framework. Non-verbal communication symbols and a culture of “pekewuh” reinforce this structure of domination. The findings also show symbolic resistance and reinterpretation of values by santri as a form of negotiation against the kiai's authority. This research contributes to broadening the understanding of power relations in traditional Islamic education and how popular media reproduce or criticize these structures. The findings suggest the importance of revisiting the dominant narrative in pesantren culture to be more inclusive of social change and critical thinking.

Teachers' online communities of practice have become ideal environments for teachers' professional learning, however the catalysts and derivatives of interpersonal interactions, such as power relations and authority in teachers’ online practice communities have not received enough attention -- these factors affect the inquiry and learning in teachers’ online practice communities to some extent. This study selected a case study of an online community of practice composed of four teachers. Based on the relevant concepts of Goffman's micro-sociolinguistics, we explored how teachers construct power relations and authority through discursive interactions in an online practice community, as well as its impact and implications for teachers' pedagogical inquiry and learning. This study analyzes discursive interactions in teachers' online communities of practice from a sociological perspective, providing a new perspective for analyzing teacher participation and learning in teachers' online communities of practice.

Drawing upon Darvin and Norton’s (2015) model of investment, this article examines how Xing and Jimmy (both pseudonyms) as two male Chinese English as a foreign language learners from rural migrant backgrounds negotiate their identities and assemble their social and cultural resources to invest in autonomous digital literacies for language learning and the assertion of a legitimate place in urban spaces. Employing a connective ethnographic design, this study collected data through interviews, reflexive journals, digital artifacts, and on-campus observations. Data were analyzed using an inductive thematic approach as well as within- and cross-case data analysis methods. The findings indicate that Xing and Jimmy experienced a profound sense of alienation and exclusion as they migrated from under-resourced rural spaces to the urban elite field. The unequal power relations in urban classrooms subjected them to marginalized and inadequate rural identities by denying them the right to speak and be heard. However, engaging with digital literacies in the wild allowed these migrant learners to access a wide range of linguistic, cultural, and symbolic resources, empowering them to reframe their identities as legitimate English speakers. The acquisition of such legitimacy enabled them to challenge the prevailing rural–urban exclusionary ideologies to claim the right to speak. This article closes by offering implications for empowering rural migrant students as socially competent members of the Chinese higher education system in the digital age.

This study examines how girls and boys construct gender identities within peer groups in the context of English learning experiences in an EFL classroom. Drawing on a critical ethnographic approach, the research was conducted with 34 tenth-grade students and their English teacher at a public high school. Ethnographic data were generated through participant observation and interviews. The data analysis, informed by Foucault's concept of “games of truth,” reveals the multiple constructions of gender within friendship groups, how class mediates gendered norms, intergroup power relations, and the dominant masculinity performed by the popular boys. The findings also show that alternative gender performances are marginalized and that disciplinary gender norms are reproduced in the classroom. Additionally, the study demonstrates that, for certain students, immunity from regulatory mechanisms and inclusion in group dynamics without exclusion are possible. These findings have implications for English language learning processes, as well as for future research.

Abstract This article explores the normative power of whiteness in education and how it can be countered. Bringing concepts from affect theory and critical studies of whiteness to bear, and working data gathered from white majority and non-white minority students in museum and classroom settings, we show how affect plays into whiteness as a structural formation. Analyses indicate that affect performs a foundational role in whiteness through arrangements which both abet and combat it. Also indicated are how injurious effects of whiteness can be offset by way of relational pedagogies. The argument is made that relational pedagogies of whiteness create conditions of possibility for white and non-white students alike to confront effects of whiteness: unacknowledged advantages of privilege and painful effects of exclusion come into focus. Spaces of relation, particularly of affective relations, play into these pedagogies, countering these effects. Where whiteness remains unacknowledged however, its normative power prevails.

This study aims to examine gender representation in teacher-student interaction during Sociology learning at the secondary school level through the Critical Discourse Analysis (AWK) approach of Sara Mills. In the context of education, verbal and nonverbal interactions between teachers and students play an important role in shaping social identity, including gender identity. The results of the study show that in learning practice, there is still a tendency for teachers to reproduce gender stereotypes implicitly and explicitly, such as men's association with leadership and rationality, and women with affection, appearance, and domestic duties. Data collection was carried out by analyzing Sociology learning videos uploaded on TikTok social media. It was found that the language used by teachers was not neutral, but rather loaded with patriarchal ideologies that reinforced traditional gender roles. This hinders the function of education as a means of social liberation. Therefore, critical reflection and teacher training with a gender perspective are needed so that Sociology learning can become a fair and transformative space. This research contributes theoretical and practical insights in building gender-equal class interactions, while strengthening the role of education in creating a more just and inclusive society.

A long tradition in stratification research argues students with higher cultural capital are likely to be treated by their teachers as possessing the "right culture," which positively affects their academic performance. Nevertheless, the literature has paid little attention to the role of students' perception in this process. Using two waves of the China Educational Panel Survey, we investigate how students' cultural capital affects their own understanding of teacher-student interactions, including its gender difference. Fixed effects regressions show a substantially positive effect of cultural capital on the perceived frequency of teachers praising and calling on students to answer questions across subjects. Nonetheless, we also find the lack of cultural capital is not punished and that the cultural capital's effect varies across its specific components and gender. These findings pave the way for elucidating the entire causal chain of intergenerational social inequality via cultural capital, teacher bias, students' perception, and their educational outcomes.

The term "role" is used to designate realities of psychosocial relationships. Consequently, the definition of the concept will always be interdisciplinary, from a psychological, sociological, praxeological, axiological, and, in the context of our work, a pedagogical one, whereby the interdependencies involved in the educational process are analyzed, in which the teacher is the coordinator and the one responsible for the effects. The various taxonomies include "roles: specialised (according to status), those that are the expression of aspirations (in essence) and assumed, organised, possible to modify, because they are created or imposed, but also have a certain degree of freedom. To these can be added permanent or current roles (in terms of temporality), individual or collective (by origin), psychosocial, pedagogical (by content), weak, balanced or strong (by consistency), flexible or rigid (by form), simple or complex (by difficulty)" (JOIȚA, E., 2000, 40). Their importance is evident from the perspective of relations between people - understood as a continuous present of joint action. The analysis focused on the teacher-student relationship is an opportunity to record psychosocial conditioning and ways to eliminate the potential for symbolic violence.

Despite the importance of receiving speech-language therapy for educational outcomes, the role of language in all subject learning, and parental language complexity as a hypothesized mechanism for reproducing educational inequalities, there is a surprising lack of attention to speech-language issues within sociology. The authors link theories from sociology of education and medical sociology and use the prospective longitudinal nationally representative UK Millennium Cohort Study to examine the roles that social determinants of health, teacher bias, and parental concern play in teacher recognition of speech-language needs in early childhood, net of a measure of speech-language ability. Although social determinants affect ability, there is little evidence of bias in teacher recognition once controlling for said ability, with the exception of lower recognition of female speech-language needs. However, social determinants also drive whether parents are concerned about their children’s speech-language ability, which has a striking association with teacher recognition for both under- and overperforming children.

This study aims to conduct an integrated review of the basic concepts of sociology of education and the thoughts of key figures in sociology (Durkheim, Comte, Weber, Marx, Simmel) as a theoretical basis for understanding the function of education in contemporary society. The method used is a descriptive-analytical literature study with data collection from two main papers that are combined with supporting literature; the analysis is conducted through content analysis techniques to examine themes, similarities, and theoretical implications. The results of the study show that the basic concepts of educational sociology include the relationship between education and social institutions (family, economy, politics), social interactions in schools (teacher-student, student-student), the curriculum as a social construct including the hidden curriculum, and the dual role of education as an agent of reproduction and an agent of social change. The thoughts of these figures enrich the framework: Durkheim emphasizes integrative functions and norm formation, Marx highlights the reproduction of class inequality, Weber emphasizes social action and the bureaucratization of education, Comte provides a positivist methodological foundation, and Simmel highlights the dynamics of micro-interactions. In conclusion, the integration of basic concepts and the ideas of key figures produce a comprehensive theoretical framework for analyzing education policy, curriculum, and practice. The limitation of this research is that it is only based on literature, so the recommendation includes empirical field studies to test the relevance of the findings in the context of Indonesian educational practice.

Abstract The teacher-student relationship may represent, in certain situations, the key of achieving didactic activities. Those, if carried out during the appropriate pedagogical time (course and / or seminar) could determine the existence of a new psycho-pedagogical attitude and behavior, aiming primarily at the teaching-learning method, but also the interactive participation and co-participation of the two actors directly involved in this stimulus-creative approach. In this context, the existence of applicative exercises/play in certain disciplines in socio-human behavior (specifically-medical psychology, medical sociology, doctor-patient communication) determines but also valorizes a new educational behavior, namely, teacher-student communication and interrelation vs student-teacher. Thus, by catching the student’s attention, stimulating his / her thinking, imagination and volitional-emotional values we can make educational sequences that also enhance “freshmen” experience from year I, building up and defining the whole experience in VIth year, in most cases.

Highlighting changes in education and organizational theorizing since the 1950s, this review integrates three perspectives for an organizational sociology of education. The structural perspective focuses on how the formal organization of resources, relationships, and information can influence student outcomes and inequalities through opportunities to learn. The network perspective highlights the role of informal interactions and interpretation as well as social and cultural capital to bring about changes. The ecological perspective illustrates how schools are affected by other schools (horizontal dimension), the educational bureaucracy (vertical dimension), and organizations outside schools (community dimension). An organizational perspective can concretize often abstract sociological topics on stratification, social reproduction, and socialization. The perspective can also reconceptualize often individualistic views on contemporary education issues like student well‐being, teacher shortage, racial inequalities, and school politics. The review ends with a discussion on how to incorporate these organizational perspectives and how they can complement current studies in education, sociology, and public policy.

On average, boys display more disruptive school behaviour than girls. This study looks at this behaviour in the first place as gendered behaviour, investigating whether boys' and girls' disruptive behaviour is associated with their schools' student and teacher gender role culture. Multilevel analyses (HLM7) of representative Flemish data of 2706 male and 2436 female 8th grade students in resp. 57 and 49 secondary schools, and 1247 teachers gathered at the end of school‐year 2013/14, revealed that a more traditional student gender role culture is associated with less disruptive school behaviour in girls. As for boys, the positive association between traditional student gender role culture and disruptive school behaviour disappears when accounting for their individual gender role attitudes, which are significantly more traditional than those of girls. More traditional gender role attitudes coincide with more disruptive behaviour in boys and girls. Moreover, boys displaying less disruptive behaviour report a higher felt pressure for gender conformity. No impact is found of the homogeneity of teachers' gender role attitudes. The findings demonstrate that disruptive school behaviour can be looked at as gendered behaviour and can be tackled, at least partly, by discouraging gender stereotypical beliefs in students.

This study explores the profound impact of teacher personality competence on student character formation through a descriptive narrative lens grounded in the sociology of education. Education is not merely a technical transfer of knowledge but a complex social process where the teacher acts as a pivotal moral agent and role model. By synthesizing classical sociological paradigms—Functionalism, Conflict Theory, and Symbolic Interactionism—with contemporary empirical evidence, this article argues that a teacher's personality is a dynamic social construct that shapes the "hidden curriculum" and the overall school climate. The narrative analysis reveals that traits such as empathy, integrity, and social justice are not just individual attributes but essential tools for moral socialization and the internalization of collective values. The study finds that teachers who embody these virtues foster a sense of social belonging and ethical responsibility in students, effectively bridging the gap between individual identity and societal expectations. The article concludes that strengthening teacher personality competence is a strategic imperative for developing a resilient and morally grounded generation, recommending integrated professional development that emphasizes the teacher's role as a moral authority in the 21st-century social landscape.

Introduction. The relevance of the study of project activities in higher education is related to the role that this form of educational activity plays at the present stage of education development. Interdisciplinary studies emerging at the intersection of sociology, political science, anthropology, philosophy and economics are promising. This article raises the problem of the contribution of the experience, reflections and mediation of a teacher of a pedagogical university to the project method, on the one hand, and the requirements that apply to the competence of student researchers– on the other. The concept of autonomy of student research activity is proposed as a key idea for the transformation of the directions of the modern Russian educational space.Materials and methods. The materials are based on a study conducted by teachers and students of the Stavropol Pedagogical Institute, a branch in the city of Yessentuki in the period from 2015 to 2022 as part of a research project designed at the same institute. Seven research projects were completed: four with certified teachers, three with students who received a history teacher's diploma, and twenty introductory pedagogical projects. In the process of working on projects, coordination activities were regularly carried out aimed at analyzing the work already done and planning the next stages. The frequency of variables in the method was tested with the participation of teachers, young researchers and students enrolled in historical and social studies programs of the Stavropol State Pedagogical Institute, a branch in the city of Yessentuki.Results. The conducted research made it possible to identify the key positions of the researcher in decision-making, to identify the main starting points of the scientific hypothesis in the process of forming goals and objectives, to describe a set of methodological developments and ideas in the implementation of project activities within the framework of a pedagogical university, the problems of human inclusion in the collective social consciousness in the space of a modern city.Discussion and conclusions. It was concluded that experience contributes to reflection, and reflection contributes to building knowledge and changing paradigms.

Bridging societal inequities and enhancing workforce diversity in STEM (Science, Technology, Engineering, and Mathematics) requires a multifaceted approach rooted in educational reform and policy innovation. This review explores the critical role that social science-driven reforms and evidence-based policy development play in addressing underrepresentation and inequities in STEM education and careers. Historically, marginalized groups such as women, racial minorities, and low-income communities have faced systemic barriers in accessing quality STEM education, leading to significant disparities in workforce representation. By integrating insights from disciplines like sociology, psychology, and cultural studies, social science can help reshape STEM education to be more inclusive and responsive to diverse student needs. Educational reforms, including curriculum redesign and culturally responsive teaching strategies, can foster a learning environment where underrepresented students feel supported and valued. Teacher training programs, early intervention initiatives, and increased access to resources in underserved areas are also crucial steps in this direction. Moreover, evidence-based policy development is essential for ensuring that these reforms are sustained and scaled. Policies aimed at increasing funding, promoting equity in STEM programs, and encouraging participation from marginalized groups are vital to driving systemic change. This review also examines successful case studies of educational reforms and policies that have effectively improved diversity in STEM fields. Despite ongoing challenges such as resistance to change, limited funding, and entrenched societal biases the integration of social science perspectives in education and policy can significantly enhance diversity. By fostering interdisciplinary collaboration and ensuring that policy decisions are data-driven, it is possible to create a more equitable and diverse STEM workforce that better reflects the societal fabric. The review concludes with recommendations for future research and action to maintain momentum in bridging societal inequities in STEM.

No abstract available

Teachers' support and positive teacher–student bonds are key factors in promoting a sense of school belonging (SB) among adolescents. Previous research shows that immigrant‐origin adolescents (IOA's) report lower SB than their non‐immigrant peers do. This study examines if positive teacher–student bonds are equally beneficial for the SB of immigrant‐origin and non‐immigrant adolescents. Using PISA 2022 data, the moderating role of immigrant status in this relationship was assessed in European countries by multi‐level models (NStudents = 151,211, NSchools = 21,629, NCountries = 19). Country‐level analyses revealed that IOA's benefited less from positive teacher–student relations in 6 out of 19 countries. In Sweden, Belgium, and Portugal this moderation effect was conditional on the moderating role of school diversity promotion.

In the educational context, male and ethnic minority students are at a higher risk of school failure than female and ethnic majority students. The mainly female and ethnic majority teaching workforce has been discussed as reasons for the lower success of these different student groups. The classroom climate and how teachers create the learning environment through their interactional behavior can also have an impact on students’ motivation and achievement. In this study, we investigated the combined effects of students’ ethnicity and a gender match between students and teachers on students’ perceptions of teacher interpersonal behavior assessed with the Questionnaire on Teacher Interaction (QTI). For a sample of 3125 vocational students, we found relatively positive teacher–student relationships. Hierarchical linear modeling showed that ethnic minority students reported worse teacher–student relationships with male teachers and that female teachers were perceived as having more positive teacher–student relationships. Older students perceived more dominance and less oppositional behavior regardless of their ethnicity and gender. No evidence for positive effects of a gender match was found.

Although there is much research related to students' achievement motivation, there is still very little research involving social relations at schools and the role of culture in these studies. This research analyses the relationship between teacher-student relations, peer relations, and achievement motivation, as well as whether collectivist culture moderates the relationship between teacher-student and peer relations on achievement motivation. Data was collected using a questionnaire adapted from the Student Teacher Relationship Scale (STRS), the Quality of Relationships Inventory (QRI) Scale, the Individualism-Collectivism Scale (ICS), and an achievement motivation scale. Data analysis used multiple regression analysis and the F. Hayes moderation test. An unexpected finding from this research is that the collectivist culture does not significantly moderate the relationship between teacher-student relations and achievement motivation; the collectivist culture does not significantly moderate the relationship between peer relations and achievement motivation, even though collectivist culture should have a strengthening effect on social relations of achievement motivation. The research results provide essential findings; namely, there is an indication of the transformation of cultural dimensions in the Z Generation who were participants in this research, so that the cultural dichotomy of individualism and collectivism becomes meaningless in the relationship among teacher-student relations and peer relations with achievement motivation. This research provides essential information on the development of science and future researchers to conduct a more comprehensive study of the dichotomy of the cultural dimensions of individualism and collectivism by involving two countries with different cultural backgrounds because cultural transformation is possible.

Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirming pre-registered hypotheses, results indicated that high levels of perceived personal discrimination were negatively associated with global self-esteem and emotional school engagement. Contrary to our expectations, neither perceived personal nor group discrimination negatively predicted academic self-concept. In addition, teacher-student relationship quality but not school climate buffered the relationship between both personal and group discrimination and global self-esteem and emotional school engagement such that the association was less negative when relationship quality was high. Taken together, our results underscore the importance of considering the different targets of discrimination (i.e., personal self and own group), and that positive teacher-student relationship can be especially beneficial and empowering for youth who are exposed to ethnic discrimination.

The objectives of the study were to determine the role of sociology teachers and the factors that impede overcoming students with learning difficulties at SMA Negeri 2 Sambi Rampas. This study employs a qualitative method. The informants were sociology teachers and students who had learning difficulties. Data for the research was collected through observation, interviews, and documentation. This study employs qualitative analysis techniques that revolve around data collection, data reduction, and drawing conclusions. According to the findings, the role of the sociology teacher in overcoming learners who have learning difficulties was becoming a source of inspiration, providing motivation, facilitating learning, guiding, and managing classrooms that are comfortable for students to learn in. Furthermore, the factors that cause students to experience difficulties in learning are the decreased interest in learning, the influence of online games, the lack of desire or willingness of students to learn and learning facilities that are inadequate and poorly managed.

No abstract available

The aim of the research is to analyze the role of sociology teachers in implementing character education through learning at school of Makassar. This type of research used descriptive qualitative research namely to analyze solutions to existing problems based on data, presenting data, analyzing and interpreting. Research informants were determined by purposive sampling technique consisting of the principal (curriculum section), Sociology teachers in grades X, XI, XII, and students who were registered as social studies students. Data collection techniques were observation, interviews and documentation. Data analysis techniques were data use, data reduction, data presentation and conclusion.The results showed that the role of the sociology teacher in implementing character education through learning was as follows; Inserting moral messages in learning that are associated with learning materials, Linking the material with social phenomena that exist in society, Applying learning models that can foster a sense of empathy, and responsibility, Providing exemplary for students such as arriving on time, not smoking, throwing trash in its place and caring for others, Cooperating with guidance counseling and students' parents. As conclusion that character education can be implemented through learning in schools and sociology teachers have role in implementing character education.

Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher–student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm TSR was found to alleviate the negative impact of low SES on negative emotions in FL learning, such as anxiety and burnout. Conversely, TSR did not demonstrate the capacity to enhance the positive emotions associated with FL learning, such as enjoyment, among students from higher SES backgrounds. This research suggests the necessity to intervene with low SES students, with the aim of fostering supportive TSR and ultimately alleviating negative emotions in FL learning.

No abstract available

Introduction: Educational resource inequality between urban and rural areas remains a critical issue in achieving educational equity. This study focuses on the disparities in access to technical resources and teacher-student ratios in schools across Eastern China, aiming to examine their causes and impacts on educational quality and social development. Methods: Using data collected from 32 junior high schools and 7 primary schools, this study employs a combination of field surveys and questionnaire analysis. Quantitative methods are applied to compare urban and rural schools in terms of technical equipment, internet access, intelligent teaching resources, and teacher-student ratios, and to assess their influence on education quality. Results: The findings reveal that urban schools demonstrate significant advantages in resource allocation, characterised by lower teacher-student ratios, higher teacher qualifications, and richer technical resources. In contrast, rural schools face substantial resource shortages, which exacerbate educational disparities and hinder equitable development. Grounded in human capital theory, this study highlights the critical role of equitable resource allocation in enhancing human capital accumulation, improving education quality, and fostering balanced social and economic development. The findings underscore the necessity of increasing resource allocation to rural schools and optimising urban-rural resource distribution. Future research should expand sample coverage and incorporate diverse regions and school types to further investigate the multifaceted causes of educational inequality and propose actionable solutions. Conclusion: Urban schools demonstrate significant advantages in the allocation of educational resources, while rural institutions face severe shortages in these fundamental provisions. Specifically, the unequal distribution of technological resources and disparities in student-teacher ratios constitute primary drivers exacerbating urban-rural educational inequality.

This study conducted a comprehensive literature-based exploration into the critical role of teacher-student relationships in student motivation and achievement within the Japanese educational context. The foundation of this research pivots around the understanding that these relationships may significantly affect the educational outcomes for students. Drawing upon multiple scholarly sources and empirical studies, the research investigates how the unique cultural and educational environment in Japan impacts these relationships. We found that the Japanese educational system, characterized by a strong teacher authority and a culture that values harmony, shapes unique teacher-student dynamics. The study further analyzed how these dynamics contribute to students' intrinsic motivation and academic performance. Findings suggest that positive teacher-student relationships in Japan, often marked by respect, emotional support, and constructive feedback, are likely to foster a nurturing and motivational learning environment. This supportive atmosphere subsequently promotes student engagement, facilitates cognitive development, and enhances academic achievement. Conversely, less optimal teacher-student relationships may lead to lower motivation levels, hindering students' potential to succeed academically. This study not only highlights the importance of cultivating positive teacher-student relationships in the Japanese context but also underscores the universal applicability of this principle in achieving optimal educational outcomes worldwide. This research contributes to the broader discourse on educational pedagogy, providing valuable insights for policymakers, educators, and researchers. However, it is noteworthy that further empirical investigations are necessary to deepen our understanding of this topic, considering the diverse social, cultural, and individual factors at play. As such, the study concludes with recommendations for future research directions, emphasizing the need for a holistic and inclusive approach to education. Keywords: Teacher-Student Relationships, Student Motivation, Academic Achievement, Japanese Education System, Educational Outcomes

The relationship between teacher and student has long held a sacred and pivotal position within Indian society. In ancient times, the teacher-student relationship established a supportive learning environment where students felt comfortable seeking help, clarifying doubts, and expressing themselves. Such relationships contribute to intellectual, social, and emotional growth, enhancing behavioural outcomes. Historically, this bond was encapsulated by the Guru-Shishya parampara (teacher-disciple tradition), a model built on reverence, hierarchical respect, and the holistic transmission of knowledge, ethics, and spirituality. The guru was not merely an instructor but a profound moral and spiritual guide, and the shishya (student) was bound by duty and devotion. This traditional framework, however, is currently navigating a period of profound transformation. The advent of globalization has introduced Western, student-centric models of education that emphasize individualism and flatter hierarchies, often clashing with traditional norms of deference. Simultaneously, the rapid commodification and privatization of education have begun to reframe the relationship in transactional terms. The teacher is no longer the sole repository of knowledge but is now a facilitator in a world of abundant data. This digitalization fosters more informal and constant communication but also introduces new arenas for conflict, impersonality, and the erosion of established boundaries. The teacher-student relationship in contemporary India has undergone a remarkable transformation. The traditionally rooted Guru-Shishya model of relationship emphasized respect, discipline, and moral guidance. This study examines the profound sociological transformations in the teacher-student relationship in contemporary India, charting its evolution from the traditional Guru-Shishya parampare, where the teacher (Guru) served as a comprehensive moral, spiritual, and intellectual guide. It's a complex, modern-day form. The influence of the Western education system, focusing on student-centric learning and individualism, often clashes with India's traditional cultural norms of respect for teachers and the system. This creates a new dynamic where relationships are more casual and friendly. The contemporary teacher-student relationship in India is a site of significant social negotiation, caught between the vestiges of a sacred, hierarchical past and the pressures of a modern, transactional, and technology-mediated present. A sociological perspective, therefore, is essential to move beyond a simple narrative of "decaying values." It allows for a critical analysis of how these structural changes lead to economic, cultural, and technological changes that are creating a new, complex, and often contradictory set of roles, expectations, and interactions that define the teacher-student relationship in modern India. These relationships play a role in shaping the educational experience, student development, and classroom dynamics. Globalization is rapidly changing the educational landscape; understanding the foundations and consequences of effective teacher-student relations is crucial for creating equitable, interactive, and productive learning spaces. This dynamic has undergone significant change in teacher and student relationships. The modern education system emphasizes equality, collaboration, and student participation. Teachers are now seen as facilitators or mentors rather than authoritative figures, and learning often occurs through digital platforms beyond the traditional classroom. In the current era of globalization and digitalization, we have shifted toward collaboration, equality, and interactive learning. The students have become more active, independent learners. From a sociological perspective, this change represents the influence of globalization, digitalization, modernization, democratization, and the growth of technology, reshaping educational interactions. The decline of social values also plays a significant role in reshaping student and teacher relationships. Challenges of the digital divide, commercialization of education, and the weakening of social values continue to redefine teacher-student relationships.

Using three-wave longitudinal data, this study tested the potential mediating roles of teacher–student relationship quality and teachers’ career support efficacy in the association between Chinese adolescents’ family socioeconomic status (SES) and career development (N = 1410). Results showed that adolescents’ family SES at Wave 1 was negatively associated with their career ambivalence at Wave 3 via positive associations with both teacher–student relationship quality and teachers’ career support efficacy at Wave 2. Moreover, adolescents’ family SES at Wave 1 was positively related to career adaptability at Wave 3 via its positive association with teachers’ career support efficacy at Wave 2. This study highlighted the important role of teacher–student interaction in adolescents’ career development.

The importance of socioeconomic status (SES) in foreign language learning has received increasing attention. However, previous research mainly examined the direct link between SES and foreign language learning, and few explored what might mitigate this link, especially in collectivistic culture. Based on social capital theory and the attachment theory, this study explored the moderating role of teacher–student relationships (TSRs) in the link between SES and English learning in China. Data were collected from 1,181 grade 8 and 300 grade 11 students in China using self-reported SES questionnaire, TSRs scale, and English achievement test. The results show that TSRs negatively moderated the association between SES and English performance of Chinese students both in grade 8 and grade 11, but the moderating effect of TSRs was slightly greater in grade 11. That is, supportive TSRs mitigated the effects of SES on foreign language learning, especially for senior secondary students. This finding sheds light on foreign language teaching and learning in China and other countries with similar sociocultural context theoretically and practically.

Person × Environment mismatch theory has been applied to understanding how the classroom social ecology moderates associations between peer victimization and socioemotional well-being. In 2004, Bellmore et al. applied this theory to the ethnic composition and social climate of the classroom. The current study tested whether their findings replicate with a slightly younger, rural sample from the Southeastern United States, whether associations held longitudinally, and whether child ethnicity moderated effects. Participants were 4th-grade and 5th-grade students from 13 elementary schools (N = 1,448; Mage = 10.13 years; 701 girls; 37.9% Black, 4.40% Latina/o, 57.7% White). Measures included peer-reports of peer victimization, teacher-reports of loneliness, social withdrawal, and anxiety, and self-reports of prosocial peer treatment. Classroom social disorder was assessed using teacher-reports of aggressive behavior and peer victimization. Evidence that having a large percentage of same-ethnicity peers amplifies peer victimization-adjustment linkages was limited. Although the exact nature of identified interactive effects somewhat varied from Bellmore et al., findings similarly underscored the benefits of low social disorder and ethnically diverse classrooms. Together, these findings point to a need to understand the proximal sociostructural impact of ecological factors when studying the consequences of peer victimization. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Classroom environment may play a significant role in shaping adolescent development. This one-year longitudinal study investigated the moderating effects of classroom cultural norms on the relations between aggression and adjustment among Chinese adolescents. Participants included 2,671 students (47.7% boys) in middle schools, initially in 7th grade (M age = 12.91 years), in China. Data on self- and group-orientations, aggression, and adjustment variables were obtained from multiple sources including self-reports, peer nominations, teacher ratings, and school records. Classroom group-oriented norm significantly moderated the relations between aggression and later adjustment. More specifically, aggression was negatively associated with academic and social competence in classrooms with higher scores on group-oriented norm. Aggression was also positively associated with distinguished studentship and negatively associated with loneliness in classrooms with lower scores on group-oriented norm. The results suggested that adolescents who were more aggressive performed worse in classrooms with a higher group-oriented norm and better in classrooms with a lower group-oriented norm. The study indicates that the context of classroom may affect school and psychosocial adjustment of adolescents high on aggression.

No abstract available

This study seeks to explore the perceptions of students at the Al Mujaddid Islamic Institute Sabak regarding the urgency of morals and norms in campus life, addressing the gap between the recognized importance of ethical behavior and observed inconsistencies in moral practice among students. While higher education is often focused on cognitive development, less attention has been given to how moral values and social norms are internalized and practiced in daily campus interactions, particularly in Islamic-based institutions. This research employs a descriptive qualitative approach, with data collected through semi-structured interviews, classroom and campus observations, and document analysis. Data were analyzed using inductive thematic analysis, involving systematic coding, categorization of emerging patterns, and triangulation across sources to ensure credibility and a comprehensive understanding of students’ perspectives on moral and normative values. The findings indicate that most students perceive morals and norms as having a significant role in maintaining social harmony, academic ethics, and shaping their identity as Muslim students. However, challenges were also identified in the implementation of these values, such as the influence of popular culture, social media, and the lack of role models. The study highlights the importance of strengthening students’ awareness and internalization of moral values and norms in campus life, emphasizing the role of Islamic-based education, ethical practices, and social interactions in shaping a harmonious and responsible academic environment.

The authors present a Full Paper in the Innovative Practice category. Their work describes and reflects upon the development of guidelines governing interactions within a critically reflective educational space. The Class Community Norms were co-developed by the instructor and students in an undergraduate course required for Integrated Engineering majors on the intersections of engineering and social justice during the Fall 2021 semester. The course aimed to challenge and build alternatives to existing structures of individual and systemic dominance within engineering and engineering education rooted in heteropatriarchy, racism, colonialism, and the classism that is inherent to capitalism. The intentional establishment of the space was paramount due to the course’s focus on critical conversation and collaborative group work that challenged established norms within engineering spaces.While it is increasingly common practice for teachers, facilitators, and social activists to intentionally initialize collaborative spaces with lists of norms (also sometimes called "guidelines" or "ground rules"), the exercise can sometimes be superficial, unidirectional, and fleeting, lacking any form of reflection upon implementation. It is also important to note that this practice is not common in any form within engineering or STEM education. Alternatively, the instructor and students collaboratively constructed, reflected upon, and continually revised the Class Community Norms throughout the duration of the course. In light of a critical pedagogical framework, this work was done with explicitly-stated goals of recognizing and deconstructing social hierarchies and promoting growth-orientated learning.The resulting Class Community Norms - norms related to learning, communication, teamwork, and accountability - are presented herein. The pedagogical methodology used for the development of, reflection on, and revision to the Class Community Norms is included for the use of instructors and practitioners in engineering education, STEM education, and elsewhere. The authors (who are the instructor and several students from the class) also put forth their personal reflections on the implementation of the project, addressing their individual experiences, difficulties they encountered, and the impact of their social positionalities. Finally, recommendations are made for the ongoing development of this practice with the goal of constructing spaces that are critical, collaborative, growth-oriented, and promote individual and collective accountability. The authorship team encourages the use and refinement of the Class Community Norms practice within engineering educational spaces to promote discussion and collaboration that challenges existing structures of dominance within engineering education.

ABSTRACT: In science education, several authors have pointed out the importance of thinking about how sex/gender can be incorporated into research and teaching in order to overcome inequalities. Taking high school biology classes as a context, we analyzed the interactions of a group of students to understand how sex/gender influences the social norms of knowledge construction. We found evidence that indicates an imbalance in the moderate equality of group members, with cis boys’ contributions being more valued. The use of public analysis standards ensured the visibility and acceptance of cis girls’ arguments. We discuss how the recognition that the social norms of construction of knowledge in the classroom are influenced by sex/gender and how it can contribute to research on epistemic learning, as well as assist teachers in establishing practices that contribute to constructing an equitable environment for epistemic learning.

No abstract available

Gender roles reinforce societal and interpersonal norms and expectations that affect individuals in and out of the workplace. The causes and effects of gender roles are often unexamined or even avoided in college classes and corporate settings. However, exploring the social construction of gender in a safe learning environment can result in a better understanding of the impact of gender roles on individuals’ thinking and behavior. I present here a novel classroom “thought experiment” in which learners can explore gender roles and the inferences they and others draw based on assumptions about gender. Gender often intersects with other dimensions of diversity, and the novelty of the “Seahorses” experience can prompt deep reflection and discussion, serving as a reference point both later in a course and long after its conclusion.

This proof of concept study harnesses novel transdisciplinary insights to contrast two school-based smoking prevention interventions among adolescents in the UK and Colombia. We compare schools in these locations because smoking rates and norms are different, in order to better understand social norms based mechanisms of action related to smoking. We aim to: (1) improve the measurement of social norms for smoking behaviors in adolescents and reveal how they spread in schools; (2) to better characterize the mechanisms of action of smoking prevention interventions in schools, learning lessons for future intervention research. The A Stop Smoking in Schools Trial (ASSIST) intervention harnesses peer influence, while the Dead Cool intervention uses classroom pedagogy. Both interventions were originally developed in the UK but culturally adapted for a Colombian setting. In a before and after design, we will obtain psychosocial, friendship, and behavioral data (e.g., attitudes and intentions toward smoking and vaping) from ~300 students in three schools for each intervention in the UK and the same number in Colombia (i.e., ~1,200 participants in total). Pre-intervention, participants take part in a Rule Following task, and in Coordination Games that allow us to assess their judgments about the social appropriateness of a range of smoking-related and unrelated behaviors, and elicit individual sensitivity to social norms. After the interventions, these behavioral economic experiments are repeated, so we can assess how social norms related to smoking have changed, how sensitivity to classroom and school year group norms have changed and how individual changes are related to changes among friends. This Game Theoretic approach allows us to estimate proxies for norms and norm sensitivity parameters and to test for the influence of individual student attributes and their social networks within a Markov Chain Monte Carlo modeling framework. We identify hypothesized mechanisms by triangulating results with qualitative data from participants. The MECHANISMS study is innovative in the interplay of Game Theory and longitudinal social network analytical approaches, and in its transdisciplinary research approach. This study will help us to better understand the mechanisms of smoking prevention interventions in high and middle income settings.

This article examines online hate as a driver of cyberbullying and a barrier to inclusive schooling, integrating theoretical, philosophical and methodological perspectives. We approach hate speech as communicative practices that legitimise discrimination and exclusion and, once amplified by social media affordances, erode equity, belonging and well-being in educational settings. The study adopts a qualitative, exploratory–descriptive design using focus groups with pre-service teachers from initial teacher education programmes across several Chilean regions. Participants reflected on the presence, trajectories and classroom effects of cyberhate/cyberbullying. Data were analysed thematically with ATLAS.ti24. Findings describe a recurrent pathway in which anonymous posts lead to public exposure, followed by heightened anxiety and eventual withdrawal. This shows how online aggression spills into classrooms, normalises everyday disparagement and fuels self-censorship, especially among minoritised students. The analysis also highlights the amplifying role of educator authority (tone, feedback, modelling) and institutional inaction. In response, participants identified protective practices: explicit dialogic norms, rapid and caring classroom interventions, restorative and care-centred feedback, partnership with families and peers, and critical digital citizenship that links platform literacy with ethical reasoning. The article contributes evidence to inform anti-bullying policy, inclusive curriculums and teacher education by proposing actionable, context-sensitive strategies that strengthen equity, dignity and belonging.

Background: Normative feedback is an intervention strategy commonly used in drug prevention programmes. This study collected process evaluation data about how programme recipients engage with social norms (SN) feedback in The GOOD Life intervention and how they experience it. Methods: Eight focus group interviews were conducted with a total of 44 adolescents (pupils aged 14–16 years) who have participated in the social-norms-based intervention The GOOD Life. The interviews focused on three topics: (1) interest in and impact of the intervention; (2) perception of the intervention elements; and (3) suggestions for improvement of The GOOD Life. They were transcribed and analysed with content analysis. Results: The analysis revealed that The GOOD Life motivated pupils to re-evaluate their own drug use behaviour and overall met their interest regarding receiving engaging and non-moral forms of drug prevention programmes. While pupils perceived the normative feedback session in the classroom and the posters with SN messages as positive, stimulating and surprising, the web-based application with SN feedback was rarely used and less positively evaluated. Anonymity and confidentiality were regarded as essential to provide honest answers in the poll. The pupils suggested even more variety in ways to engage them and to use more gaming elements. Conclusions: SN feedback was well perceived by adolescents. The intervention met their interest and needs and was able to achieve the intended impact of challenging norm perceptions. Anonymity and confidentiality are key in order to build trust and engage adolescents in the intervention.

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Norms have been shown to predict a variety of intergroup outcomes among children. A study with children in Croatia (N = 184) who had no prior contact with refugee peers examined the role of social and personal norms in shaping intergroup outcomes with refugee peers. Regression analyses revealed that perceived teachers' and peers' norms, along with personal norms, predict general evaluation, social acceptance, and contact intentions towards refugee children. Social norms, especially those of teachers, were found to better predict attitudes, while peer norms more strongly influenced behavioural outcomes. These findings are important for educators and policymakers, particularly in the context of Croatia's increasingly diverse classrooms.

This article investigates the relationship between classroom discourse, student identities, and teacher ones, and how a reciprocal influence takes place, affecting the three constructs. Throughout the literature, many studies confirmed the fact that classroom discourse is heavily impacted by social norms and professional constraints, as well as the identities that manifest through continuous interactions. Teacher identity is also found to be influenced by professional dictations like work ethics, personal beliefs, and values, as well as interactions with their own students. Along with that, many studies asserted that student identity is a flexible and sensitive construct easily influenced by school and teachers' expectations, the interactions that take place between peers, and the diverse cultural backgrounds that thrive at school. This review also highlights the reciprocal influence between some teachers' identities, that manifest in certain discursive practices, and student identities that either validate teachers' input or resist it. Some case studies were reviewed offering more confirmation of the imperative of adopting more considerate and inclusive approaches while scaffolding the process of discursive identity construction; eventually optimizing relatedness, well-being, and academic performance.

Nursing has historically been perceived as a female-dominated profession due to deeply rooted gender norms. Although legal and social advancements have promoted gender equality, male nurses remain underrepresented worldwide. Gender-related stereotypes continue to shape nursing education and practice by influencing the roles, expectations, and opportunities for both male and female nurses. This study aimed to explore how gender norms impact the experiences of nursing students and educators in Türkiye. A qualitative descriptive design was employed, using semi-structured individual interviews with 14 nursing students and 15 educators. Participants were recruited from diverse academic and clinical settings through purposive sampling. Thematic analysis was used to identify patterns and key insights from the data. Three main themes with eight subthemes emerged: (1) The Impact of Gender on Professional Identity Perception, (2) Gender-based Experiences in Educational and Clinical Settings, and (3) The Role of Gender in Professional Socialization. The findings revealed that gender norms significantly influenced perceptions, experiences, and interactions within both educational and clinical contexts. Participants described how gender influenced their perceptions, experiences, and professional socialization. Many reported that gender-based stereotypes and biases affected educational and clinical practices, posing challenges to equal participation. Targeted strategies, including curriculum reforms, gender-sensitive mentorship programs, and institutional policies, are essential for creating a more inclusive and equitable nursing education and practice environment in Türkiye.

No abstract available