Sociology and School Knowledge

First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum.

Author: Geoff Whitty

Publisher: Routledge

ISBN: 9781351838719

Category: Education

Page: 216

View: 559

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The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together.
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School Knowledge for the Masses

First published in 1992, this book presents unique quantitative data on the content coverage of primary education in a large number of countries since 1920.

Author: John W. Meyer

Publisher: Routledge

ISBN: 9781351846097

Category: Education

Page: 212

View: 905

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First published in 1992, this book presents unique quantitative data on the content coverage of primary education in a large number of countries since 1920. It demonstrates that these curricular outlines tend to be surprisingly similar across very disparate countries, and suggests the world processes that produced this result. Specifically, the study shows that the contemporary primary curriculum dates from changes in the late nineteenth century; that there has been a general shift towards a ‘social studies’ subject; that instruction in mathematics and sciences has tended to expand; that there have been substantial increases in foreign language instruction (and changes in the languages taught); and that instruction in the arts and physical education come to the standard world education model much later than other subjects. This work will be of particular interest to those studying primary curriculum, international education and the sociology of education.
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Sociology Curriculum Studies and Professional Knowledge

Power, S. & Whitty, G. (2006) Education and the middle class: A complex but crucial case for the sociology of education. ... Whitty, G. (1985) Sociology and School Knowledge: Curriculum Theory, Research and Politics (London, Methuen).

Author: David Guile

Publisher: Routledge

ISBN: 9781317198185

Category: Education

Page: 292

View: 445

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This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution. Following Michael’s long and distinguished career – dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 – recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In. The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.
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A Political Sociology of Educational Knowledge

Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers.

Author: Thomas A. Popkewitz

Publisher: Routledge

ISBN: 9781315528519

Category: Education

Page: 268

View: 649

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Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. The transnational perspectives interrelate historical and ethnographic studies of the modern school to explore how curriculum is translated through social and cognitive psychologies that make up the subjects of schooling, and how educational sciences "act" to order and divide what is deemed possible to think and do. The central argument is that taken-for-granted notions of educational change and research paradoxically produce differences that simultaneously include and exclude.
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Learning at the Practice Interface

This book investigates professional practice at the interface of sociology and epistemology for progressive educational change.

Author: Neil Hooley

Publisher: Routledge

ISBN: 1138851299

Category: Education

Page: 228

View: 400

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This book investigates professional practice at the interface of sociology and epistemology for progressive educational change. It suggests that orthodox sociology and sociology of education have not sufficiently analysed contemporary educational situations due primarily to the strength of the economic and educational influence of neoliberalism. In drawing upon key aspects of the work of Dewey, Freire, Bernstein and Bourdieu, a new reflexive sociology of knowledge is proposed that could potentially revolutionise public schooling and emancipate learning. This critical reconceptualisation of curriculum and teaching, as well as the democratic inclusion of all children into structures of privileged and community knowledge, opens up a new epistemological stage in the sociology of education worldwide. In confronting the contradiction between social marginalisation and educational expectations, Learning at the Practice Interface explores new approaches to education systems and knowledge production. Part A raises questions regarding knowledge, pedagogy and social justice that are central to schooling and which support values weakened by neoliberalism. These values include democracy, equity, community collaboration and deference towards knowledge and culture not dependent on wealth and status. Part B explores practical issues related to how knowledge is engaged in the school curriculum. This discussion goes to the heart of learning at the practice interface and suggests that the lack of epistemological strategies based on sociological description has created serious estrangement from school knowledge for large numbers of students. Part C discusses a critical view of knowledge in relation to research, teaching and learning and the education profession generally. The need for a new reflexive sociology of knowledge is proposed to guide educational dialogue and action such that connections can be made between progressive sociology and epistemology in the interests of all children. This book will be of interest to academics and researchers in the Sociology of Education, Teacher Education, and Education Reform.
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Toolkits Translation Devices and Conceptual Accounts

This collection brings together chapters by researchers from South Africa, Portugal, the United Kingdom, United States, and Australia, to build on the theoretical concepts developed by Bernstein to explore issues of access and acquisition ...

Author: Parlo Singh

Publisher: Peter Lang

ISBN: 1433103648

Category: Education

Page: 288

View: 970

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For over four decades, Basil Bernstein researched the internal organisation and educational context of the school' specifically, and educational systems generally. In particular, he was interested in the powerful forms of knowledge transmitted through schooling systems; who gained access to these forms of knowledge; how they did so; and with what consequences. His research began by examining the differences between language and communication patterns in the institutions of the home/family and of the school, and extended to examining the structuring of pedagogic discourse from the level of the state to the classroom. This collection brings together chapters by researchers from South Africa, Portugal, the United Kingdom, United States, and Australia, to build on the theoretical concepts developed by Bernstein to explore issues of access and acquisition to school knowledge. In addition, contributors explore the strengths and limitations of Bernstein's work for understanding the structuring of educational institutions, as well as the potential of the theory for assisting educators to make a difference in the lives of students.
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The Curriculum of the Future

In this important book the author looks back on the 'knowledge question'.

Author: Michael F. D. Young

Publisher: Routledge

ISBN: 9781135710095

Category: Education

Page: 216

View: 297

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In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.
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Bringing Knowledge Back In

'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.

Author: Michael Young

Publisher: Routledge

ISBN: 9781134357598

Category: Education

Page: 272

View: 510

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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.
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Social Realism Knowledge and the Sociology of Education

It easily led to challenges to existing forms of school knowledge, subjects and disciplines and their familiar expression in syllabuses (Keddie 1971; Whitty & Young 1976). More fundamentally, social constructivism challenged and exposed ...

Author: Karl Maton

Publisher: A&C Black

ISBN: 9781847065056

Category: Education

Page: 198

View: 793

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Subject Knowledge

; This text attempts to account for the growth of increased interest by sociologists and others in school subjects since the 1960s.

Author: Christopher J. Anstead

Publisher: Routledge

ISBN: 9781135712051

Category: Education

Page: 176

View: 958

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School knowledge has been a subject for historians, notably in the field of history of education. concentrating on the educational aspects of particular historical periods, however, links with contemporary education have often remained undeveloped.; This text attempts to account for the growth of increased interest by sociologists and others in school subjects since the 1960s. Goodson's analysis of his own work in the UK and North America examines the range of insights afforded of the nature of schooling and teaching through the study of school subjects.
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Schools and Society A Sociological Approach to Education

The peculiarity about these often-fierce debates about school knowledge is that knowledge is actually the absent party in that there is no theory of knowledge itself: knowledge as knowledge. . . . There are two important points to be ...

Author: Jeanne H. Ballantine

Publisher: SAGE

ISBN: 9781452275833

Category: Education

Page: 504

View: 389

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Undergraduate students of the sociology of education, education and society and education studies.
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Ideology Curriculum and the New Sociology of Education

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.

Author: Lois Weis

Publisher: Routledge

ISBN: 9781136284236

Category: Education

Page: 282

View: 163

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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.
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Sociology and the School

This is an introduction to interactionist work in education during the 1970s and 80s.

Author: Peter Woods

Publisher: Routledge

ISBN: 9780415505222

Category: Education

Page: 204

View: 463

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This is an introduction to interactionist work in education during the 1970s and 80s. The interactionist viewpoint concentrates on how people construct meanings in the ebb and flow of everyday life - what they think and do, how they react to one another - and has in recent years established itself as one of the leading approaches in education. It has generated illuminating research studies which, by being firmly based in the real world of teaching and dealing with the fine-grained details of school life, have helped to break down the barriers between teacher and researcher. This volume presents the results of this valuable work, within a coherent theoretical framework, by focusing on the major interactionist concepts of situation, perspectives, cultures, strategies, negotiation and careers. By bringing them together in this way, the author demonstrates their collective potential for the deeper understanding of school life and the possibilities for sociological theory. His book therefore offers both a summary of and a reflection on achievement in the area of interactionism as it relates to schools.
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Knowledge and Knowers

This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’.

Author: Karl Maton

Publisher: Routledge

ISBN: 9781134019632

Category: Education

Page: 244

View: 580

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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.
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Teacher Strategies

This book takes as its focus the key interactionist concept of 'strategy', a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more ...

Author: Peter Woods

Publisher: Routledge

ISBN: 9780415505932

Category: Education

Page: 282

View: 132

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This book takes as its focus the key interactionist concept of 'strategy', a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. 'Strategy' bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
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Sociological Theory and Educational Reality

G. Whitty , Sociology and School Knowledge : Curriculum theory , research , and politics , Methuen , London , 1985 , p . 21 . 27 J. A. Barrie , ' Some problems with interactive curriculum development ' , Forum of Education , Sydney ...

Author: Alan Barcan

Publisher: UNSW Press

ISBN: 0868401250

Category: Education

Page: 411

View: 484

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An examination of the major classical sociological theories relevant to education and of the rise and decline of the new sociology of education. Author also discusses the vexed questions of equality of opportunity, the relationship between school and society, the growth of educational bureaucracies and the roles of state, church and family in education in Australia since 1949. Includes endnotes, tables and index.
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