总体上，对教育社会学证明有一个广泛的政治行为者和团体负责塑造教育从微观到宏观层面上探讨教育。在这方面，本文确实超越了课堂的四道墙。它界定了学校教育的性质，它的目的和作用，在社会和其结构的权威。目前教育中的政治动态，这往往被忽视，其冲突的意识形态立场，权力斗争以及全球化趋势的剥削性质也被圈定。教学的影响，这可能是一般的，但真的在具体的方式也被解释。然而，一个更深入的分析和对政策执行的影响深远的研究建议进一步界定并更好地了解新自由主义政策对教育实践产生了深远的影响在实施。此外，需要教育的回应，在面对这样的压力被定义传达的立场，公共部门的监管措施的市场机制和资本家的力量，教育机构是否受到政策，体现没有政府干预的立场。这些教育的反应，预计来自教师工会、社会运动和批判的知识分子，如Burbules和托雷斯（2000）断言。
作业.考试。项目.论文。这些都是每一个接受教育的学生关心的问题。这些学校活动所带来的困难是不可避免的，因为他们是教育的一部分。没有他们，教育永远不能成为大多数人心目中的教育。然而，有人可能会问：“什么使教育成为一种教育？”
对大多数人来说，尤其是父母，教育在人类生活的过程中是相当重要的一个方面，他们把它当作自己唯一可以传授给孩子的东西作为遗产。而对其他人，在学生的一部分，教育是他们的生活的阶段，这将为他们准备未来的工作。同样，对那些对教育的本质有一个坚定的把握的学生，认为它是一种社会本身所支持的权利。在一天结束的那一天，有许多理由为什么不接受教育是理所当然的。然而，从不同的角度对教育的各种内涵，都有着复杂的教育意义。
Assignments. Exams. Projects. Papers. All these are matters of concern to every student undergoing schooling. It is truly inevitable not to endure the hardships brought by these school activities for they are part of education. Without them, education can never be the education most people have in mind. However, one may ask, "What makes education an education?"
For most people, especially parents, education is quite an important aspect in the course of human life such that they regard it as the only thing they can impart to their children as an inheritance. While for others, on the part of the students, education is the stage in their life which would prepare them for future jobs. Likewise, for those students who had a firm grasp of the essence of education consider it as a right to be upheld by the society itself. At the end of the day, there are numerous reasons on why not to take education for granted. However, more than the various connotation of education from different perspectives lay a complex meaning of education.
As such, seeing schooling in the broader sense entails probing the sociology of education. The basic definition of the term "sociology of education" conveys that it is the "study of the institution of education in its broad social context and of various social groups and interpersonal relationships that affect or affected by the functioning of the educational institutions" (Reitman, 1981, p.17). With this meaning, it is but necessary to analyze education not within the four walls of the classroom but beyond the confinements of schools. The larger context then is the society in which schools, the main institution of education, are part of. Belonging to this social order are other key institutions and actors which are essentially significant when examining the sociology of education for these possess power, control and influence that can manipulate and alter the kind of education schools ought to promote and teach to young citizens. Hence, it can be inferred that schools are socially constructed establishments by which powerful elements have the capacity to shape education. Reitman (1981) supported the thought of how society can produce a great impact on pedagogical realm by stating the central principle of schooling which maintains that "schools normally reflects the society… it does not lead society in society's effort to adapt and change. Schools tend to change after the rest of society changes, not before…" (Reitman, 1981, p. 39).
Under this assumption, a study on the role, whether explicit or implicit, of several factors constituting society in the molding process of education is vital to shed light on the issue of how pedagogical structures and methods are developed and set for the pursuance of effective education. It is also noteworthy to express the far-reaching implications of education in the sense that it affects almost every individual. Every person can perhaps be regarded as a stakeholder of education by which each of its aspects, if modified, can create an impact, no matter how minimal it may appear, sufficient enough to seize attention and stir the intellectual and emotional side of the people. Indeed, schooling and education undeniably involves a complex interplay of different elements to which it reacts and to which the produced effects yield to changes in the structure of schooling. These changes on the other hand are oftentimes attached to the interests of the dominant constituent of the social order.
