Author: Helen Gunter
Publisher: Policy Press
ISBN: 1447363353
Category : Education
Languages : en
Pages : 216
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Book Description
Critical education policy research has a long tradition of political sociology. Drawing on data and analysis from the Education Policy Knowledgeable Polity (EPKP) project, supported by funders such as the British Academy and the Economic and Social Research Council, this book presents a new political sociology for framing, conducting and presenting critical education policy research. In doing so, it will be the first in the field to interconnect political thinking from Arendt with sociological thinking from Bourdieu, producing innovative analysis for and about educational reform.
Author: Helen Gunter
Publisher: Policy Press
ISBN: 1447363345
Category : Education
Languages : en
Pages : 216
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Book Description
This book aims to restore the role of political analysis in education policy by presenting a new political sociology for framing, conducting and presenting research. In doing so, it will be the first in the field to connect political thinking from Arendt with sociological thinking from Bourdieu.
Author: Thomas A. Popkewitz
Publisher: Taylor & Francis
ISBN: 1315528525
Category : Education
Languages : en
Pages : 268
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Book Description
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.
Author: Janet Mckenzie
Publisher: Routledge
ISBN: 1317878035
Category : Education
Languages : en
Pages : 378
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Book Description
For courses in Sociology (Sociology of Education, Applied Social Studies, Research Methods, Family Studies); Education (Educational Studies, Educational Management and Teacher training - including B.Ed. and PGCE); Social Policy (Education Policy, Research Methods) and History (Contemporary History, Social History, Research Methods, Family Histories). It can also be used as a supplementary text on courses in Education Policy/Management options on Politics (Education Policy, Political Sociology, Research Methods); Psychology (Knowledge, Intelligence, Attitudes, Research Methods) and Public Administration (Education Administration, Education Management). This unusual multidisciplinary approach combines textbook and original research to provide an accessible introduction to the sociology of education, and the evolution of education in post-war Britain. The book reviews existing research findings and theories and uses family education histories to illustrate how changes in education have been personally experienced and responded to. The issues, systems, key theories and research methods are all clearly explained. In providing a fresh and stimulating source of information and new ideas Changing Education enables students and teachers to understand and challenge assumptions about what education has been, is, and should be like.
Author: L. Bondi
Publisher: Routledge
ISBN: 1315412314
Category : Education
Languages : en
Pages : 332
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Book Description
This book, first published in 1988, examines the most contentious issues in contemporary education. The political, social, educational and geographical impact of changes in the provision of educational services are discussed and illustrated through a wide range of case studies. Issues are examined from a number of different perspectives, amongst them those of the parent, the educational administrator and the organisational theorist, with the result that eh book is able to evaluate which changes are most consistent with the requirements of each group. This book will be of interest to students of sociology and education.
Author: Thomas S. Popkewitz
Publisher: George Scheer & Associates
ISBN: 9780807730911
Category : Education
Languages : en
Pages : 289
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Book Description
Author: Geoff Whitty
Publisher: SAGE
ISBN: 184787679X
Category : Education
Languages : en
Pages : 178
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Book Description
`This book is a very worthwhile read for teachers, student teachers and teacher educators. It would be encouraging if politically based policy makers were to digest its contents also′ - Citizenship, Social and Economics Education `I recommend this book as an enjoyable, thought provoking and politically important read′ - Widenining Participation and Lifelong Learning `This important book challenges current educational policies in England in a style, for the most part, easily accessible to a wide audience. Geoff Whitty′s assertions are supported by a wide variety of research findings and this is a book that should be of considerable interest to student of sociology and to all member of the teaching profession′ - Mark Pepper, Equals `The particular strength of this book is Geoff Whitty′s grasp on and insights into the politics of education... he is able to bring to bear an authoritative perspective which is unrivaled in the United Kingdom. there is no other current book which compares in terms of the breadth and depth of this′ - Professor Stephen Ball, Institute of Education, University of London `This book represents a "struggle" by the director of the London Institute of Education, one of our foremost centres of teacher training and research in education, to understand what lies behind the education policies of recent governments. It is tempting to conclude that if a leading educational sociologist such as Geoff Whitty, who happens also to be brother of the former general secretary of the Labour party, has difficulty with this, there can be little hope for the rest of us. But now, at least, we have this personal odyssey to guide us′ - Bob Doe, Times Educational Supplement This book aims to make sense of the changes in education policy over the past decade, using the resources of the sociology and politics of education. The author shows that wider sociological perspectives can help us to appreciate both the limits and the possibilities of educational change. Geoff Whitty illustrates this through studies of curriculum innovation, school choice, teacher professionalism and school improvement. He considers how far education policy can be used to foster social inclusion and social justice and the book concludes with an assessment of New Labour education policy in these terms. The book deals with education policy in England and Wales, as well as making comparisons with contemporary education policy in other countries. This book is relevant to students of education at masters and doctoral levels, students of social policy, and policy-makers.
Author: Carlos Alberto Torres
Publisher: Springer Science & Business Media
ISBN: 9462092273
Category : Education
Languages : en
Pages : 106
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Book Description
Critical Theorist Carlos Alberto Torres offers a political sociology of adult learning and education, based on Critical Social Theory and the always inspiring work of Paulo Freire. Empirically grounded and theoretically sophisticated, this new book follows the footsteps of his classic book published in the early nineties The Politics of Nonformal Education in Latin America. Torres book offers comparative and international sociological analyses of adult learning and education, an area in which there is an obsession with ‘practice’ and an aversion to theory, with some notable and laudable exceptions, but which has the potential to provide avenues for social justice education in ways that no other systems and policies can. This book revitalizes social theory in education, and provides ample evidence of the power of adult learning and education, examining a variety of policy documents connected with the various adult education congresses promoted by the UNESCO, which are thoroughly scrutinized for what they bring to or omit from the policy agenda. In the context of new developments in adult learning and education, particularly the impact of multiple globalizations, neoliberalism, and the new role of international organizations in reconceptualizing lifelong learning, new evidence-based research, new narratives, and the vibrancy of social movements striving for a new and possible world, it is clear that new theoretical designs were needed making this is a must-read book.
Author: Russell F. Farnen
Publisher: Springer
ISBN: 1349257524
Category : Social Science
Languages : en
Pages : 298
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Book Description
This book uses international and interdisciplinary approaches to the comparative study of education in its political, sociological, and economic contexts. Major topics include critical theory, hegemony, postmodernism, oppression, disabilities, emancipation, corporatism, meritocracy, democracy, socialization, reproduction, pluralism, inequality, social analysis, postindustrialism, predatory culture, pragmatism, and 'subversion'. Educators from the US, UK, Canada, Netherlands, FRG, Israel, and Sweden survey the current educational scene in the US and Western Europe, major policy debates, and possible solutions for current public policy dilemmas.
Author: Alan R. Sadovnik
Publisher: Springer
ISBN: 9463007172
Category : Education
Languages : en
Pages : 300
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Book Description
Leaders in the Sociology of Education: Intellectual Self-Portraits contains eighteen self-portraits written by some of the leading sociologists of education in the world. Representing the United States, the United Kingdom, and Hong Kong, the authors discuss a variety of factors that have affected their lifetime of scholarship, including their childhoods, their education and mentors, the state of the field during their “coming of age,” the institutions where they have worked, the major sociologists during their lifetimes, the political and economic conditions during their lifetimes, and the social and political movements during their lifetimes. These autobiographical essays reveal a great deal not only about their work and their influences, but also about themselves. Taken as a whole, the book provides sociology of knowledge about the creation of sociology of education research since the 1960s. It reveals a number of important themes central to all of the authors’ work, including educational inequality; the influence of the classical sociological theorists, Karl Marx, Max Weber and Emile Durkheim; and the influence of more recent classical sociologists of education, Basil Bernstein, Pierre Bourdieu and James Coleman. The authors’ research represents a variety of theoretical and methodological orientations including functionalism, conflict and critical theory, interactionist theory and feminist theory, as well as quantitative, qualitative and mixed-methods research. Finally, the editors discuss a number of lessons to be learned from the lives and works of these sociologists of education.
