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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