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| Author | : Chris Jenks |
| Publisher | : London : Routledge and Kegan Paul |
| Total Pages | : 112 |
| Release | : 1977 |
| Genre | : Educational sociology |
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| Author | : Chris Jenks |
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| Total Pages | : |
| Release | : 1978 |
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| Release | : 1977 |
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| Author | : Chris Jenks |
| Publisher | : Routledge |
| Total Pages | : 114 |
| Release | : 2013-06-17 |
| Genre | : Education |
| ISBN | : 113647076X |
The manner in which we variously come to an understanding of our world presents problems for us all, but the unified method by which we ought best to acquire such knowledge represents the particular problem of contemporary education. This important book seeks to explore some of the underlying practises and assumptions that go to produce and sustain both such sets of activities. As a result of its concerns with the social organization of knowledge at all levels, the sociology of education has become a central form of much contemporary sociological theory. All the papers in this collection are formulations of a ‘reflexive’ method of theorizing within sociology of education. This is a mode of address, deriving partly from social phenomenology, which seeks to display the grounds of the theorists’ speech as itself an essential feature of any informative dialogue. Major themes in education and in sociology are considered in this way, including the social form of rationality, the constitution of curricula, normative beliefs about Learning, the nature of literary study as liberal education and the character of scientific knowledge in the social world.
| Author | : Chris Jenks |
| Publisher | : |
| Total Pages | : 113 |
| Release | : |
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| Author | : Karl Maton |
| Publisher | : Routledge |
| Total Pages | : 274 |
| Release | : 2013-09-11 |
| Genre | : Education |
| ISBN | : 1134019637 |
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.
| Author | : Michael W. Apple |
| Publisher | : Routledge |
| Total Pages | : 225 |
| Release | : 1990-02-22 |
| Genre | : Education |
| ISBN | : 1135964890 |
When Ideology and Curriculum was first published in 1979 it was quickly established as a path breaking statement on the relationship between cultural and economic power in education. It has been translated into many languages including Chinese, Japanese, Korean, Spanish, Portuguese, and Greek, and it has had a profound impact on the debates about education and democracy in many nations. Most recently, it has been named one of the 20 most influential volumes in the history of western education.
| Author | : John Beck |
| Publisher | : Routledge |
| Total Pages | : 830 |
| Release | : 2020-03-10 |
| Genre | : Education |
| ISBN | : 1000680312 |
By including material from literary, philosophical, and anthropological sources, and by selecting readings which consider educational practice both within and beyond formal educational contexts, this book broadens the character of sociological inquiry in education. The editors bring together material they have found valuable when working with students of education and sociology at all levels. Many of these articles and extracts are either inaccessible or have not been reprinted. The collection should stimulate inquiry about the assumptions underlying current debates on curriculum, streaming, school organization, methods of teachin, and preconceived notions of ability.
| Author | : Michael Apple |
| Publisher | : Routledge |
| Total Pages | : 320 |
| Release | : 2018-12-20 |
| Genre | : Education |
| ISBN | : 0429682492 |
Since 1979, Ideology and Curriculum has been a path breaking statement on the relationship between cultural and economic power in education. The new edition of this now classic text has been updated by celebrated author and activist Michael W. Apple to include a full new chapter on the book’s lasting critical agenda in the context of the contemporary conservative climate. A new substantive preface introduces the fourth edition, reflecting on earlier arguments and developments from the intervening years while a concluding interview details the author’s background and continuing efforts toward building a more equitable society. In celebration of the 40th anniversary of its publication, this highly-anticipated new edition firmly situates Ideology and Curriculum as one of the most important education titles of our time.
| Author | : Rob Moore |
| Publisher | : A&C Black |
| Total Pages | : 262 |
| Release | : 2011-11-03 |
| Genre | : Education |
| ISBN | : 1441121935 |
This innovative monograph is concerned with a set of inter-related problems associated with the nature of knowledge, how it is produced within intellectual fields and the implications of those things for education and the transmission of knowledge in the classroom. It covers issues in the sociology of knowledge, the educational system and policy, social differences in educational attainment, educational research and teaching. At various points it critically engages with the ideas of major thinkers such as Durkheim, Bernstein and Bourdieu and others and draws on contributions representing an emerging new approach in the sociology of education associated with recent work by John Beck, Karl Maton, Johan Muller, Michael F.D. Young and others. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world.
