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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


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