本課程的教學目標放置在培育教育研究所第一年的研究生，在修習本課程後具備從社會的互動面相瞭解教育的本質，以及能夠運用批判思考的方式對當前教育現象進行反思的素養與能力。

從社會學的視野探索，教育目標以及內容的制定、實施與家庭、學校、社會、經濟、國家政策與文化傳統都有相當的關連，這些因素影響個人在社會中能夠得到何種及多少資源和機會，以及個人的價值態度和行為的養成，進而循環影響到個人的教育成就與社會地位的取得。因此本課程的主要教學內容，放置在瞭解與分析維繫與挑戰教育中的不公平現象，訓練修課學生能夠從教育與社會互動的視野探究教育現象，並可以從這些分析當中發現與找尋解決困境的方法。課程的設計將從如何從社會學的視野觀察教育現象著手，再探討教育機會均等的核心概念，接著逐一探討影響教育均等的情境因素，以及這些因素如何影響教育機會均等的實現。授課內容與閱讀資料除了觀念的闡述與釐清外，也進一步檢閱實證的研究成果，以協助學生瞭解如何進行教育社會學的研究。期待透過理論與實務的不斷對話，來理解教育與社會的關係，並養成更具全面解釋與解決教育問題的能力。
為了讓修課學生有機會運用課堂知識，在實際的教育場域中獲得觀察與實證的機會，本課程亦將安排兩天(計四次上課，詳細時間與地點開學後討論)由教師帶領修課學生，進入不同類型學校進行參與觀察，以提升理論與實務結合的能力。

The teaching goal of this course is to cultivate graduate students in the first year of the Institute of Education. After taking this course, they will have the literacy and ability to understand the nature of education from the interactive aspect of society and to use critical thinking methods to reflect on current educational phenomena.

Exploring from a sociological perspective, the formulation and implementation of educational goals and content are closely related to family, school, society, economy, national policies and cultural traditions. These factors affect what and how many resources and opportunities an individual can obtain in society, as well as the development of personal values, attitudes and behaviors, which in turn affect the individual's educational achievements and social status. Therefore, the main teaching content of this course is to understand and analyze the unfair phenomena that maintain and challenge education. It trains students to explore educational phenomena from the perspective of interaction between education and society, and to discover and find solutions to dilemmas from these analyses. The design of the course will start from how to observe educational phenomena from a sociological perspective, then explore the core concept of equal educational opportunities, and then explore the situational factors that affect educational equality one by one, and how these factors affect the realization of equal educational opportunities. In addition to the elaboration and clarification of concepts, the lecture content and reading materials also further review empirical research results to help students understand how to conduct research in educational sociology. We look forward to understanding the relationship between education and society through continuous dialogue between theory and practice, and developing the ability to more comprehensively explain and solve educational problems.
In order to give students the opportunity to apply classroom knowledge and obtain observation and empirical evidence in actual educational fields, this course will also arrange two days (four classes, detailed time and location will be discussed after the start of the semester). Teachers will lead students to enter different types of schools for participant observation to enhance their ability to combine theory and practice.

Ballantine, Jeanne H. and Joan Z. Spade, eds. 2001. Schools and Society: A Sociological Approach to Education. Australia: Wadsworth, Thomson Learning.
Phillipson, Sivanes, Kelly Ku, and Shane Phillipson, eds. 2013. Constructing Educational Achievement: A Sociocultural Perspective. New York:Routledge.
Sadovnik, Alan. (ed.) 2007. Sociology of Education: A Critical Reader. New York:Routledge.
Willis, P. (1977). Learning to Labour. Farnborough: Saxon House.
Freire, Paulo. 方永泉譯，2003，《受壓迫者教育學》。台北：巨流。

Ballantine, Jeanne H. and Joan Z. Spade, eds. 2001. Schools and Society: A Sociological Approach to Education. Australia: Wadsworth, Thomson Learning.
Phillipson, Sivanes, Kelly Ku, and Shane Phillipson, eds. 2013. Constructing Educational Achievement: A Sociocultural Perspective. New York: Routledge.
Sadovnik, Alan. (ed.) 2007. Sociology of Education: A Critical Reader. New York: Routledge.
Willis, P. (1977). Learning to Labour. Farnborough: Saxon House.
Freire, Paulo. Translated by Fang Yongquan, 2003, "Pedagogy of the Oppressed". Taipei: Juliu.