Current approaches to research in sociology of education

Abstract

Students who attempt to tackle issues in Sociology of Education are often confused by the divergent, sometimes conflicting, research approaches adopted by exponents of this emerging discipline. This paper explains that the debate among sociologists about which form of systematic study constitutes the legitimate scientific method of tackling sociological problems has diminished in intensity. In line with Dave (1972) and Nisbet (1980) it suggests that traditional positions on whether the positivistic, or the interpretative, or the phenomenological approach, among others, is the only approach, have become less categorical. It expands on Lacey's view that the tension that exists in modern sociology between the theoretical models is one of emphasis rather than exclusion and replacement (1977, p. 17) The paper further suggests that it is acceptable to apply an investigative strategy which incorporates aspects of different approaches if these are the most suitable to a particular enquiry.