1. University of Zimbabwe Institutional Repository
  2. Faculty of Social and Behavioural Sciences
  3. Social Sciences Research , IDS UK OpenDocs
Please use this identifier to cite or link to this item: https://hdl.handle.net/10646/1704
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dc.creatorNyoni, R.-
dc.date.accessioned2014-11-10T16:37:18Z-
dc.date.accessioned2015-12-08T10:53:38Z-
dc.date.available2014-11-10T16:37:18Z-
dc.date.available2015-12-08T10:53:38Z-
dc.date.created2014-11-10T16:37:18Z-
dc.date.issued2004-07-
dc.identifierNyoni, R. (2004) The Role Of Theory In The Sociological Study Of Education, ZBTE Vol.13, Issue No.1. Harare, Mt. Pleasant:-
dc.identifier1022-3800-
dc.identifierhttp://opendocs.ids.ac.uk/opendocs/handle/123456789/5034-
dc.identifier.urihttp://hdl.handle.net/10646/1704-
dc.description.abstractThis study examines the role of theory in the sociological study of education. The concepts of social theory, sociology and education are defined and explained while the interrelationship between sociology and education is demonstrated The characteristics of the main and broad sociological traditions, namely functionalism, Marxism and symbolic interactionism are given and their contribution to education is considered Feminist theory is also examined together with its contribution to sociological theory and educational practice.-
dc.languageen-
dc.publisherDepartment of Teacher Education (DTE), University of Zimbabwe-
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/-
dc.rightsUniversity of Zimbabwe-
dc.subjectEducation-
dc.titleThe Role Of Theory In The Sociological Study Of Education-
dc.typeArticle-
Appears in Collections:Social Sciences Research , IDS UK OpenDocs

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