NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1065443
Record Type: Journal
Publication Date: 2008-Aug
Pages: 4
Abstractor: As Provided
ISSN: ISSN-1913-9020
Symbolic Interactionism in Sociology of Education Textbooks in Mainland China: Coverage, Perspective and Implications
Dong, Xuan
International Education Studies, v1 n3 p14-20 Aug 2008
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 Thus, the ideas about symbolic interaction that students receive from these texts are both incomplete and outdated.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 information from the other one to help students gain a sociological, dialectical, and reflexive perspective.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A