Guía Docente 2021-22


Id.: 32486
Subject type: MATERIA BASICA
Year: 2 Teaching period: Primer Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 70 Individual study: 80
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


Within modern society, the family and the school are the two major socializing agents for developing children. This course looks at these two socializing agents and asks students to reflect on how these two institutions work together or find themselves at odds with one another. And yet these the family and school influence and are influenced by other parts of society, such as the economy, church and workplace. In short, the family and the school must be studied within this larger context if we want to better understand their evolution and value. This course provides students with a chance to reflect on important issues related to the sociology of education, with a special focus on the ways of building bridges between schools and families with inreasingly diverse democratic societies. As a result, this course also turns to important social and political issues found in modern society that have a bearing on children's education.

In this course students will be expected to not only master new content, but also to develop important academic, research and organizational skill. Using this new knowledge and these improved skills, students will be encouraged to develop their own research-based ideas about pressing issues in education today. Whether taught in-person or online, students will be expected to be prepared and willing to participate in group discussions and activities to sharpen their ability to express themselves in the English language and support their ideas through rational argumentation.

This subject is part of the module Sociedad, Familia y Escuela and has thematic links to the courses Orientación educativa and Atención a la diversidad, interculturalidad, igualdad y educación inclusiva.


General programme competences G01 Capacity to analyse and synthesise information from different sources.
G02 Capacity to effectively solve problems and take decisions based on the knowledge and competences acquired.
G03 Capacity to organise, plan and self-assess the work undertaken.
G05 Capacity to work in a team and cooperate with other professionals from the same or a different sector.
G07 Capacity for interpersonal communication in English (oral and written) at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree.
G08 Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc.
G09 Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights.
G10 Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market.
G11 Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement.
G12 Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress.
Specific programme competences E10 Create and maintain communication links with the families to be effectively involved in the education process.
E11 Be aware of and know how to be a tutor and guide with regard to family education.
E12 Promote and collaborate in actions inside and outside school organised by families, councils and other institutions, with an impact on citizenship training.
E13 Critically analyse and include the most relevant matters in modern society affecting family and school education: social and educational impact of audiovisual language and screens; changes in gender and cross-generational relations; multiculturalism and interculturality; discrimination and social inclusion and sustainable development.
E14 Know the historical evolution of the family: the different types of family, lifestyles and education in the family context.
E32 Value the personal relationship with each pupil and their family as an educational quality factor.
Regulated profession competences P04 Foster harmony in the classroom and outside, and tackle the peaceful solution of conflicts.
P05 Know how to systematically observe learning and coexistence in action and reflect on both.
P06 In a group, contemplate acceptance of rules and respect towards others.
P07 Promote the independence and individuality of each pupil as educational factors in early childhood emotions, feelings and values.
P08 Know how language develops in early childhood, know how to identify possible learning disabilities and strive to correct these.
P09 Effectively address language learning situations in multicultural and multilingual situations.
P10 Express oneself orally and in writing and master the use of different expressive techniques.
P12 Know the basics about childhood diet and hygiene.
P13 Know the foundations of early care and the bases and developments that help to understand the psychological processes of learning and personality development in early childhood.
P14 Know the organisation of preschools and the variety of activities that comprise how they work.
P15 Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career.
P16 Act as a guide for the parents with regard to family education for the 0-6 age range and master social abilities in dealing with and relating to the family of each pupil and with the families in general.
P17 Reflect on classroom practices to innovate and improve teaching. Acquire the habits and skills to learn alone or with others and foster this among the pupils.
P18 Understand the function, possibilities and limits of education in modern society and the fundamental competences that affect preschools and their employees.
P19 Find quality improvement models that can be applied to educational establishments.
Learning outcomes R01 Know the key features characterising modern society.
R02 Identify social issues which affect current education and assess the complexity of the relationship between the family and the school.
R03 Consider the social dimension of education.
R04 Recognise the influence exercised by the cultural and social environment on the school.
R05 Consider the importance of the family in a child's education and, consequently, encourage them to participate at school, recognising the contribution of different cultures in creating a plural society.


Students should have a solid B1 level to be enrolled in this degree program and course. If you have not reached this level yet, you will need to take extra steps to improve your level of English in order to be happy and successful in this class. It is your responsibility to reach the level required through independent study and language support courses. USJ offers fantastic courses through the ILM (Instituto de Lenguas Modernas) that provide language support classes for those students who have not reached the required B1 level. These courses are highly recommended. Speak to your lecturer regarding how you can enroll in one of these courses.




The following subject program contains the main topics that we will be grappling with in this course. Depending on the speed at which we progress, certain topics may be removed or expanded. We prioritize in-depth understanding over rushing through everything in the following program.

Subject contents:

    2.1 - What is society?
    2.2 - How do we study society?
    2.3 - Education and other societal institutions
    2.4 - Social functions of the school
    2.5 - Central concepts for the sociology of education
       2.5.1 - Social mobility
       2.5.2 - Social reproduction
       2.5.3 - Social transformation
       2.5.4 - The hidden curriculum
    2.6 - Socialization
       2.6.1 - Primary socialization
       2.6.2 - Secondary socialization
       2.6.3 - Anticipatory socialization
    2.7 - Case study
    3.1 - Debates over pre-K
    3.2 - The Perry Pre-School Project
    3.3 - Education and democratic citizenship
    3.4 - Access to education
    3.5 - Other school systems that we can learn from
    3.6 - School reform movements
       3.6.1 - Charter schools
       3.6.2 - Voucher systems
       3.6.3 - School choice
       3.6.4 - Criticism of school reform movements
    4.1 - Evolution of the family
       4.1.1 - Types of families
       4.1.2 - Teaching family diversity in schools
    4.2 - Women in the workplace
    4.3 - Parenting styles
    4.4 - The family and primary socialization
    4.5 - Models for family-school relationships
    4.6 - Family trust and confidence in schools
    4.7 - Partners in education?
       4.7.1 - Advantages of cooperation
       4.7.2 - Best practices and examples
       4.7.3 - Acting like partners
       4.7.4 - Paths forward
    4.8 - COVID-19 and the burden on families
    5.1 - Gender discrimination and absenteeism
    5.2 - Immigration and language barriers
    5.3 - Poverty and school meal programs
    5.4 - Racial tensions
    5.5 - Gun violence and school shootings
    5.6 - Student health and the environment

Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.


Teaching and learning methodologies and activities applied:

A wide range of teaching and learning methodologies will be used in this course. Given the results of academic research on learning, students will be required to participate actively in class and hence will progressively construct their learning and opinions on a variety of topics. Students will be introduced to new ideas in participative lectures and through curated readings and videos. Since the material covered in this class is complex, subjective and personal, students are expected to develop and justify their own opinions and ideas about a range of topics. Accordingly, class will include debates and role-playing exercises in which students can voice and develop their understanding of course material.

Different active methodologies will also be present during the course such as problem based learning (PBL). Since the subject will be taught through English, a CLIL approach will be used by the lecturer throughout the course. Students will be expected to work on a portfolio on a regular basis in which they reflect on and review material covered in class. Furthermore, students will need to work cooperatively with their peers for various activities, most noteably a group project.

Students will be encouraged to attend activities outside the classroom which may be of interest to them, such as Learning Space sessions or diverse exhibitions. Students are also urged to request tutorials in which they can discuss individual or group work with the instructor. Students will be asked to make a previous appointment with their lecturer before work is due.

"Independent study" is an important part of this course so that students can progressively become more autonomous. Independent study time should largely be dedicated to working on the portofolio and group project.




Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 27
Other theory activities 10
Practical exercises 10
Practical work, exercises, problem-solving etc. 5
Coursework presentations 10
Assessment activities 5
Tutorials 3
Individual study
Individual study 32
Individual coursework preparation 10
Group cousework preparation 10
Research work 10
Compulsory reading 8
Portfolio 10
Total hours: 150


Calculation of final mark:

Individual coursework: 20 %
Group coursework: 20 %
Final exam: 30 %
Portfolio: 20 %
Oral defense: 10 %
TOTAL 100 %

*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.


Basic bibliography:

AGUIRRE, A. M., CARO, C., FERNÁNDEZ, S. y SILVERO, M. Familia, escuela y sociedad. Manual para maestros. Logroño: UNIR Editorial, 2015
COMELLAS, M. J. Familia y escuela: compartir la educación. Barcelona: Graó, 2011.

Recommended bibliography:

CAPDEVILA, C. Educar mejor. Once conversaciones para acompañar a familias y maestros. Barcelona: Arcàdia, 2016.
SIDERIS, A. et al. Family and School. For the parents who are eager to enhance and supplement their children's upbringing and education. (Electronic version) Ed. Mediterra Books, 2016.
BALLANTINE, Jeanne H. and HAMMACK, Floyd M. The Sociology of Education: A Systematic Analysis (6th edition). London: Pearson, 2009.
LOTRIE, DAN C. Schoolteacher: A Sociological Study. Chicago: The University of Chicago Press, 2002.

Recommended websites:

Educación Ayuntamiento de Zaragoza
Fundación Telefónica-Educación
Revista Española de Pedagogía
The Guardian Education
Chalk Beat

* Guía Docente sujeta a modificaciones