Educational Research

Educational Research (ISSN:2141-5161) Vol. 3(11), pp. 806-817, November, 2012         
Copyright © 2012 International Research Journals

 

Review

A critique of the Sociology of Knowledge Paradigm and its Pedagogical Implications

Edmore Mutekwe

University of Johannesburg, Auckland Park, Kingsway campus

E-mail: edmorem@uj.ac.za; emutekwe@yahoo.com 

Received 25 September, 2012; Accepted 19 October, 2012

Abstract

In this conceptual paper I present an analysis of the Strengths, Weaknesses, Opportunities and Threats (SWOT analysis) of a school of thought called the Sociology of knowledge-a brainchild of Karl Mannheim (1893 – 1947) and one of the youngest branches of sociology. The analysis unfolds with a brief focus on its (sociology of knowledge) genesis and development, premise, fundamental tenets and its educational promise. Theoretical frameworks - Marxist, functionalist, phenomenological, interactionist and feminist approaches are employed in this discourse. Since the paper adopts a swot approach to the analysis of this subject, the strengths, weaknesses, opportunities and threats (swot) of the sociology of knowledge paradigm are explored and brought to the lime light with a view to clarifying and justifying “doing a sociology of knowledge” in schools, colleges and universities

 

Keywords: SWOT analysis, sociology, educational promise, Marxist, functionalist, phenomenological, interactionist and feminist approaches.

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