Symbolic Interactionism in Sociology of Education Textbooks in Mainland China

Coverage, Perspective and Implications

Bibliographic Data

ID9388703
AuthorsXuan Dong (0000-0001-7697-4299, Beijing Normal University, corresponding author)
Year2008
Volume1
Issue3
Publication date2008-08-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Education Studies (JOURNAL)
Journal identifiersISSN: 1913-9020 • E-ISSN: 1913-9039
PublisherCanadian Center of Science and Education (PUBLISHER)
DOI10.5539/ies.v1n3p14
OpenAlexW2044425747
LanguageEN
Citations received2
References cited14

17 textbooks are examined for the quantity and quality of their material pertaining to ideas in the symbolic interaction tradition. Most of the textbooks fail to discuss at least some of the ideas in this tradition. In the 5 exceptions, the texts only include material from the Chicago school of this tradition with only a little inclusive information from the Iowa school. Thus, the ideas about symbolic interaction that students receive from these texts are both incomplete and outdated. Based on the text-analysis, this paper claims that the materials from only one of these schools greatly diminish opportunities to use imformation from the other one to help students gain a sociological, dialectical, and reflexive perspective

China · Dialectic · Epistemology · Linguistics · Mainland · Mainland China · Mathematics education · Pedagogy · Perspective (graphical · Reflexivity · Social science · Sociology · Symbolic interactionism · Educator Training and Historical Pedagogy · Philippine History and Culture · Psychology · Social and Cultural Studies

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