Education and the Working Class (RLE Edu L Sociology of Education) PDF Download
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Author: Brian Jackson
Publisher: Routledge
ISBN: 1136470131
Category : Education
Languages : en
Pages : 306
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Book Description
When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class students who were either deterred by the class barriers erected by selective schools and elite universities, or, having broken through them to gain university entry, found themselves at sea. The authors admit at the end of the book they have raised and failed to answer many questions, and in spite of the disappearance of the majority of grammar schools, many of those questions still remain unanswered.
Author: Brian Jackson
Publisher: Routledge
ISBN: 1136470131
Category : Education
Languages : en
Pages : 306
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Book Description
When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class students who were either deterred by the class barriers erected by selective schools and elite universities, or, having broken through them to gain university entry, found themselves at sea. The authors admit at the end of the book they have raised and failed to answer many questions, and in spite of the disappearance of the majority of grammar schools, many of those questions still remain unanswered.
Author: Phillip Brown
Publisher: Routledge
ISBN: 1136470069
Category : Education
Languages : en
Pages : 274
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Book Description
What unites the contributors to this book is an opposition to Thatcherite policies on education and an agreement upon the need for the development of democracy in education. This volume highlights the importance of an area of neglected theoretical and practical concern: the development of a critique of the philosophy and policies of the new Right, and of credible alternative policies.
Author: Brian Jackson
Publisher: Taylor & Francis
ISBN: 9780415176392
Category : England, Northern
Languages : en
Pages : 202
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Book Description
Annotation Originally published in 1968.
Author: Hugh Lauder
Publisher: Routledge
ISBN: 113647000X
Category : Education
Languages : en
Pages : 256
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Book Description
The editors have compiled this critical and comparative study of changes which took place in the New Zealand education system in the second half of the twentieth century. For other Western societies who have felt the impact of New Right policies the New Zealand case is interesting because it provides some indication of how policies of decentralization in education might be used to develop egalitarian and democratic educational policies. In recent years there have been major changes to educational systems in the Western world. Often these changes have been justified by reference to successful educational practices in other countries. However, it is not always possible simply to abstract educational practices from one context and apply them in another successfully. Moreover claims that policies in one country are more successful than those in another have to be treated cautiously: there are always problems in making valid comparisons between the educational performances of different countries. It is important, therefore, that critical and comparative studies are made of educational systems which take full account of the contexts in which they are embedded.
Author: Geoffrey Walford
Publisher: Routledge
ISBN: 1136462082
Category : Education
Languages : en
Pages : 362
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Book Description
This collection of specially commissioned articles exposes the practical and personal influences on the process of doing sociology of education. All of the authors have been involved in conducting well know major research projects, and discuss here the pitfalls and problems, conflicts and compromises that went into doing their particular research. A particular feature of the book is that a wide variety of types of research in the sociology of education is covered. The range is from small-scale ethnographic case studies to large-scale postal questionnaire sample surveys and includes studies based on interviews, observation and questionnaires. There are examples of longitudinal work in case studies and in surveys. The collection also includes discussions of action research, the development and influence of theory, and the relationship between research and policy.
Author: Madan Sarup
Publisher: Routledge
ISBN: 1136460403
Category : Education
Languages : en
Pages : 210
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Book Description
This interdisciplinary textbook provides an introduction to the many theoretical developments and controversies which took place in the sociology and politics of education during the 1970s and 80s. The book Discusses the arguments concerning humanist and structuralist Marixsm. Provides a clear and concise introduction to structuralism and post-structuralism (work of Derrida, Lacan and Foucault) and theorises in the ways they contribute to Marxism or are subversive of it. Relates these theoretical perspectives to education and the practice of teachers.
Author: John Eggleston
Publisher: Routledge
ISBN: 1136468595
Category : Education
Languages : en
Pages : 402
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Book Description
The subject matter of this book – what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not – explains just why the sociology of education is one of the most important areas to achieve political importance. There are five sections to the book covering: Educational Achievement; Educational Provision; The Organization of the School; Roles in the School and Values and Learning. The editor discusses the implications of the material presented (much of which was available for the first time when this book was originally published).
Author: Maurice Levitas
Publisher: Routledge
ISBN: 113646817X
Category : Education
Languages : en
Pages : 226
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Book Description
The major theories explored are those concerned with social mobility and those which derive from a relativist position in Sociology, both of which see education as a selection mechanism for a stratified society. Social class, family, sociolinguistics and schools are among the topics discussed. In this analysis the author: defines key areas in the sociology of education gives access to important concepts of Marx and Engels strengthens sociological starting points by adding a Marxist element discriminates between radically different directions in education maps the main features of long-term working class goals This thoroughgoing Marxist critique of widely prevalent notions in the sociology of education provides a compass by which place and direction in this area of education may be found by students, teachers and parents.
Author: Madan Sarup
Publisher: Routledge
ISBN: 1136460667
Category : Education
Languages : en
Pages : 242
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Book Description
This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described. The opening chapters deal with the phenomenological perspective in the sociology of education, discussing its adoption of a phenomenological model of man, its use of anthropological studies, the importance of classroom studies, and its rejection of the ‘liberal’ philosophy of education. The aim is to show the significance of these ideas for education, with a discussion of the concept of alienation and schooling, developments in Marxism such as the focus on the mode of production and the labour process, and the political economy of education.
Author: Harold Entwistle
Publisher: Routledge
ISBN: 1136470484
Category : Education
Languages : en
Pages : 234
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Book Description
This book examines the concepts of equality, class, culture, work and leisure and explores their interrelationship through the discussion of some current problems, especially the problems posed for schools for the ‘culturally deprived.’ The debate about differential provision of schooling for different social groups is taken up through examination of the assumption that schools are middle-class institutions, and the claims and counter claims about the possibility of there being a common culture as the basis for a common curriculum in comprehensive schools. The concept of culture and, especially the meaning of working-class culture receives examination in this context as well as the thesis that any sub-culture constitutes an adequate or valid way of life.
