Ideology, Curriculum, and the New Sociology of Education

Revisiting the Work of Michael Apple
Author: Lois Weis,Greg Dimitriadis,Cameron McCarthy
Publisher: Routledge
ISBN: 1136284230
Category: Education
Page: 282
View: 9262
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For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world's leading education scholars to reflect on the relationships between education and power and the continued impact of Apple's scholarship. Like Apple's work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.

Bringing Knowledge Back In

From Social Constructivism to Social Realism in the Sociology of Education
Author: Michael Young
Publisher: Routledge
ISBN: 1134357591
Category: Education
Page: 272
View: 1158
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'This book tackles some of the most important educational questions of the day... It is rare to find a book on education which is theoretically sophisticated and practically relevant: this book is.' From the Foreword by Hugh Lauder What is it in the twenty-first century that we want young people, and adults returning to study, to know? What is it about the kind of knowledge that people can acquire at school, college or university that distinguishes it from the knowledge that people acquire in their everyday lives everyday lives, at work, and in their families? Bringing Knowledge Back In draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earlier books Knowledge and Control and The Curriculum of the Future. He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein’s often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields. He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments. In so doing, the book: provides conceptual tools for people to think and debate about knowledge and education in new ways provides clear expositions of difficult ideas at the interface of epistemology and the sociology of knowledge makes explicit links between theoretical issues and practical /policy questions offers a clear focus for the future development of the sociology of education as a key field within educational studies. This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.

Immigrant Teachers, American Students

Cultural Differences, Cultural Disconnections
Author: N. Florence
Publisher: Springer
ISBN: 0230116302
Category: Education
Page: 198
View: 748
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Teachers, as often as students, articulate frustrations over each other's choices and expectations. A teacher's demand for respect may appear an imposition and abuse of authority to students accustomed to speaking out against perceived injustices. All teachers experience some tentativeness, especially in an unfamiliar environment. Since classroom decisions tend to be immediate, choices reflect learned attitudes and behaviors as much as logical decision-making procedures. Florence explores the cross-cultural complexities of teacher/student interactions, particularly African immigrant teachers. Despite the emotional aggravations, cultural misunderstandings offer forums for a reassessment of views, acknowledgement of differences, and initiative for positive change.

Defining Student Success

The Role of School and Culture
Author: Lisa M. Nunn
Publisher: Rutgers University Press
ISBN: 0813572118
Category: Social Science
Page: 188
View: 7865
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The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.

Working Method

Research and Social Justice
Author: Lois Weis,Michelle Fine
Publisher: Psychology Press
ISBN: 9780415948258
Category: Social Science
Page: 180
View: 5324
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Working Method focuses on the theory, method, and politics of contemporary social research. As ethnographic and qualitative research become more popular, noted scholars Weis and Fine provide a roadmap for understanding the complexities involved in doing this research.

Politics, Policies and Pedagogies in Education

The selected works of Bob Lingard
Author: Bob Lingard
Publisher: Routledge
ISBN: 1135019975
Category: Education
Page: 248
View: 4538
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In the World Library of Educationalists, international experts compile career long collections of what they judge to be their finest pieces of work – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Bob Lingard has spent the last 30 years researching and writing in universities in Australia, England and Scotland about changing education policy issues. His work is written from a sociological perspective and with a commitment to social justice. He is the co-editor and co-author of 17 books and more than 100 journal articles and book chapters. In Politics, Policies and Pedagogies in Education, Bob Lingard provides critical sociological engagement with the politics of education. The focus is education policy and the impact of globalization, including epistemological and methodological issues necessary for researching education policy today. Topics analyzed include: educational restructuring new accountabilities and testing mediatization of education policy policy as numbers the global policy field and policy borrowing pedagogies. Lingard also considers the nature of educational research today. He has selected 12 of his key writings and in a critical introduction situates and contextualizes the work against key developments in the field and in the changing world.

Knowledge, Power, and Education

The Selected Works of Michael W. Apple
Author: Michael W. Apple
Publisher: Routledge
ISBN: 0415528992
Category: Education
Page: 286
View: 4944
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For more than three decades, Michael W. Apple has sought to uncover and articulate the connections among knowledge, teaching, and power in education. His germinal Ideology and Curriculum was a watershed title in critical education studies, and has remained in print since its publication in 1979. The more than two dozen books and hundreds of papers, articles, and chapters published since have likewise all contributed to a greater understanding of the relationship between and among the economy, political, and cultural power in society on the one hand "and the ways in which education is thought about, organized, and evaluated" on the other. In this collection, Apple brings together 13 of his key writings in one place, providing an overview not just of his own career, but of the larger development of the field. A new introduction re- examines the scope of his work and his earlier arguments, and reflects on what remains to be done for those committed to critical education.

Teaching Secondary Geography as if the Planet Matters


Author: John Morgan
Publisher: Routledge
ISBN: 1136682155
Category: Education
Page: 192
View: 9300
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'Teaching Geography as if the Planet Matters provides a timely outline of powerful knowledge and arguments that will be needed to counter a strengthening of current curriculum orthodoxies. Not until school geography undergoes the revolution that this book outlines can it honestly claim to be contributing to more sustainable futures.' - John Huckle, Visiting Fellow at the University of York and was formerly Principal Lecturer in Educaton at De Montfort University. We are surrounded by images and warnings of impending environmental disaster. Climate change, famine, population growth and urban crisis coupled with more recent financial chaos all threaten our sense of what it will be like to live in the future. This thought-provoking text looks at how Geography teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. It sets out a model for teaching and learning that allows teachers to examine existing approaches to teaching and draw upon the insights of geography as a discipline to deepen students’ understanding of urban futures, climate change, ‘geographies of food’ and the ‘geographies of the credit crunch’. Features include: examples of suggested teaching activities questions and activities for further study detailed case studies sources of further reading and information The true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. Geography teachers are part of that response and they have a crucial role in helping students to respond to environmental issues and representations.

Class Reunion

The Remaking of the American White Working Class
Author: Lois Weis
Publisher: Psychology Press
ISBN: 9780415949088
Category: Social Science
Page: 216
View: 2329
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"Lois Weis captures the complexities and contradictions of life in white working-class families at the turn of the 21st century. In a richly theorized but highly readable text, she illuminates how raced, classed, and gendered identities are shaped by changes in the U.S. political economy. An important book!" -Jean Anyon.

Transforming Learning in Schools and Communities

The Remaking of Education for a Cosmopolitan Society
Author: Bob Lingard,Jon Nixon,Stewart Ranson
Publisher: A&C Black
ISBN: 1441165428
Category: Education
Page: 356
View: 6396
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Many educators have been looking for a fundamentally different approach to engage young people and encourage progress in learning. Supported by recent public policy developments, a transformation is beginning to take place in the practice of many schools. The focus of learning is shifting away from the child as an individual in a classroom detached from the surrounding neighbourhood to a learning community that embraces carers and families as well as young people and teachers. This monograph analyses the organising principles of this cultural transformation and considers how it will shape learning in schools and communities throughout the world. The book brings together key thinkers from the fields of new learning, new communities of educational practice and new forms of educational governance. Arguing for the necessary interconnectedness of pedagogy, institutions and governance, this ground-breaking book will undoubtedly shape the policy agenda in this area for years to come.

Change Research

A Case Study on Collaborative Methods for Social Workers and Advocates
Author: Corey S. Shdaimah,Roland W. Stahl,Sanford F Schram
Publisher: Columbia University Press
ISBN: 0231525362
Category: Social Science
Page: 224
View: 5811
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Collaborating with community members adds a critical dimension to social work research, providing practitioners with intimate knowledge of a community's goals and needs while equipping community advocates with vital skills for social change. Sharing the inspiring story of one such partnership, Corey Shdaimah, Roland Stahl, and Sanford F. Schram recount their efforts working with an affordable housing coalition in Philadelphia, helping activists research low-income home ownership and repair. Their collaboration helped create the Philadelphia Housing Trust Fund, which funnels millions of dollars to people in need. This volume describes the origins of their partnership and its growth, including developing tensions and their diffusion in ways that contributed to the research. The authors personalize methods of research and the possibilities for advocacy, ultimately connecting their encounters to more general, critical themes. Building on the field's commitment to social justice, they effectively demonstrate the potential of change research to facilitate widespread, long-term difference and improve community outcomes.

Curriculum Studies in Brazil

Intellectual Histories, Present Circumstances
Author: W. Pinar
Publisher: Springer
ISBN: 0230118062
Category: Education
Page: 239
View: 7178
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This collection, comprised of chapters focused on the intellectual histories and present circumstances of curriculum studies in Brazil, is Pinar's summary of exchanges (occurring over a two-year period) between the authors and members of an International Panel (scholars working in Finland, South Africa, the United States).

Knowledge and ideology in the new sociology of education


Author: Michael William Dale
Publisher: N.A
ISBN: N.A
Category:
Page: 346
View: 5245
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Ideology and Curriculum


Author: Michael Apple
Publisher: Routledge
ISBN: 1135932905
Category: Education
Page: 264
View: 1977
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To celebrate the 25th anniversary of its publication, Michael W. Apple has thoroughly updated his influential text, and written a new preface. The new edition also includes an extended interview circa 2001, in which Apple relates the critical agenda outlined in Ideology and Curriculum to the more contemporary conservative climate. Finally, a new chapter titled "Pedagogy, Patriotism and Democracy: Ideology and Education After 9/11" is also included.

Sociology and School Knowledge


Author: Geoff Whitty
Publisher: Routledge
ISBN: 1135835683
Category: Social Science
Page: 220
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First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.

Education and Sociology

An Encyclopedia
Author: David Levinson,Peter W. Cookson,Alan R. Sadovnik
Publisher: Taylor & Francis
ISBN: 9780815316152
Category: Education
Page: 734
View: 8528
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First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Educability, Schools and Ideology (RLE Edu L)


Author: MICHAEL Flude,JOHN AHIER
Publisher: Routledge
ISBN: 1136470417
Category: Education
Page: 4
View: 1699
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The sociology of education has been at the forefront of new developments in sociological theory. This book examines and criticizes a number of these new developments and discusses some empirical work on issues of current concern. One of the few books that integrates radical and critical sociology into the field of education, it deals with the resultant difficulties. The topics covered include cultural deprivation, ideologies in education, classrooms, the teaching profession and the history of women’s education.

Schooling, Ideology and the Curriculum


Author: Len Barton,Roland Meighan,Stephen A. Walker
Publisher: Routledge
ISBN: 0415504112
Category: Education
Page: 208
View: 9437
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Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest. This is a concern to explore the ways in which notions of the relations between theory and practice, between belief and action, can be used to develop three kinds of sensitivity in the sociology of education. A sensitivity towards how school systems are created, maintained and made to function; towards developing a more refined, critical and constructive awareness of the reliability and validity of descriptions, analyses and explanations offered in this field of study; and a sensitivity towards the ways in which changes take place within the education system and how the insights and realisations generated in the discipline might be used to control such occurrences.

Ideology and Curriculum


Author: Michael W. Apple
Publisher: Psychology Press
ISBN: 0415902665
Category: Education
Page: 203
View: 3692
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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.