Monetary approach (radical and conflictive) of Sociology of Education

This school includes various radical currents of cash (as opposed to conservative), who worked on the criticism of reality and social knowledge-based, for a society more just and paper, in order to fight the alienation and ideological knowledge. The leader of this movement, known for the Frankfurt School, which included a group of intellectuals, leftists, with the trend the neo-Marxist, and began its activities in the early thirties of the 20th century, "a theory critical of society," so that the work of its members to pay attention examines forms of social life and criticism, and research in its origins and roots, and interests expressed by, and knowledge associated with them, and the problems that arise, and the crises they suffer from. and were keen to reveal what is corrupt in reality, and work to change it, the rejection of traditional values, worn and social norms, stereotypes, and seek to overcome and replace the values ​​and other criteria

The benefit of the change. The basic message of the Frankfurt School is to confront all Altnzirat which deny or overlook the rights and self-consciousness and effectiveness.

We also find that there are products of these currents of cash in the category of approaches conflictive, which believes that the school does not choose who is more capable and productive and intelligent, but is more match and keep pace with the representations and perceptions and expectations of the class that have the power and adjust the education system, to maintain or increase their privileges and authority within the society. (series configuration of education, number 3). Therefore, the school used as an instrument of class struggle, political, social, and current owners of the work of cash or conflictual to analyze and illustrate this conflict and its mechanisms Alsosiotrboih.

The attention was directed through the educational theories of cash towards linking knowledge of the educational interests of social, political, economic, and knowledge provided to learners in schools are either out apologetic, seeking to defend their particular interests, and justify the conditions of specific political, or knowledge of the editorial reveals the situation of corrupt and false ideas, and free mankind from the educational and political oppression and social exploitation in general. Have also been asking questions about the production of knowledge and legitimacy, distribution and evaluation within the school, and the type of interests they defend, and groups that are connected by out of school, and the form of relations and the principles that it is confirmed, and policies that govern it, and institutions that control in the context of culture and society Maaan.