World, Planet, Territory: Toward a Geo-Logic in the Critical Sociology of Education

Autor/inn/en	Means, Alexander J.; Slater, Graham B.
Titel	World, Planet, Territory: Toward a Geo-Logic in the Critical Sociology of Education
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.633-650 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1925086
Schlagwörter	Educational Sociology; Ecology; Climate; Critical Theory; Social Systems; Political Influences; Social Theories; Global Approach + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Ökologie; Klima; Kritische Theorie; Social system; Soziales System; Political influence; Politischer Einfluss; Gesellschaftstheorie; Globales Denken
Abstract	Despite proliferating attention within the social sciences toward the sources and consequences of climate change and environmental crises, educational sociologists have been slow to confront ecological questions. This omission may seem surprising given the prominence of global perspectives within the field. However, we argue, such a focus is emblematic of the discipline's sociocentrism and anthropocentrism. Against such a reified sense of the field's conceptual and analytic purview, this paper reads ecology into educational sociology, with the aim of theorizing a 'geo-logic' basis for future scholarship. If critical sociology of education is to maintain its relevance in the Anthropocene, the discipline must attend to ecological problematics. Building on three recent contributions to socio-ecological thought, we explain the necessity of an ecological attunement in critical sociology of education. To serve this call, we offer a theoretical revision of key disciplinary commitments, clearing new pathways for educational sociologists to do this crucial work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01