Although the different contributions to this book range over a
wide spectrum of substantive issues, they share a common interest.
This is a concern to explore the ways in which notions of the
relations between theory and practice, between belief and action,
can be used to develop three kinds of sensitivity in the sociology
of education. A sensitivity towards how school systems are created,
maintained and made to function; towards developing a more refined,
critical and constructive awareness of the reliability and validity
of descriptions, analyses and explanations offered in this field of
study; and a sensitivity towards the ways in which changes take
place within the education system and how the insights and
realisations generated in the discipline might be used to control
such occurrences.
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