Author: Parlo Singh
Publisher: Peter Lang
ISBN: 9781433103643
Category : Education
Languages : en
Pages : 308
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Book Description
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.
Author: Dominic Wyse
Publisher: SAGE
ISBN: 1473952727
Category : Education
Languages : en
Pages : 1762
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Book Description
The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.
Author: Philippe Vitale
Publisher: Routledge
ISBN: 1317483847
Category : Education
Languages : en
Pages : 241
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Book Description
The basis of Bernstein’s sociology of education lays in is his theorisation of the different approaches to curriculum, pedagogy and assessment and the implications for pedagogic rights and social justice. This edited collection presents 15 empirical case studies and theoretical accounts from 22 international scholars who focus on the experiences of students and teachers in contexts marked by economic, social, cultural, linguistic and/or geographic diversity. Located in systems of education in Australia, France, Germany, Greece, Portugal, South Africa and the United States, each chapter contributes to a better understanding of the conditions of a democratic education across time and place.
Author: Brian Barrett
Publisher: Routledge
ISBN: 1351618822
Category : Education
Languages : en
Pages : 236
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Book Description
In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.
Author: Elizabeth Rata
Publisher: Edward Elgar Publishing
ISBN: 1802208542
Category : Education
Languages : en
Pages : 603
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Book Description
This incisive Handbook brings together a wealth of innovative research from international curriculum and education experts to ask the question: what knowledge should be taught in school, how should it be taught, and for what purpose?
Author: Jim Hordern
Publisher: Taylor & Francis
ISBN: 1040012280
Category : Education
Languages : en
Pages : 164
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Book Description
This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. It examines the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, the book explores the possibility of reinvigorating deliberative educational theorising in ways that could provide a meaningful basis for educators to conceptualise their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency. This insightful volume will be of interest to all those concerned about the future of education, and particular the relationship between educational theory and educational practice in curriculum studies, teacher education and professional development. It will be a key resource for teachers, curriculum developers, policy makers and researchers in the field of curriculum theory and didactics. The book was originally published as a special issue of Journal of Curriculum Studies.
Author: Rob Moore
Publisher: Routledge
ISBN: 1136734864
Category : Education
Languages : en
Pages : 226
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Book Description
Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of the sociology of education and Sociology in Britain. Although Bernstein had a particular interest in education, he did not see himself as a sociologist of education alone. By exploring Bernstein’s intellectually collaborative character and the evolving system of ideas, drawing upon anthropology and linguistics, the originality of Bernstein’s contribution to the social sciences can be truly identified. Rob Moore’s text offers a provocative and challenging account both of Bernstein, and of British sociology and education, approaching Bernstein’s work as a complex model of intertwining ideas rather than a single theory. Continued interest in Bernstein’s work has opened up a world-wide network of scholarship, and Moore considers contemporary research alongside classical sources in Durkheim and Marx, to provide a historical analysis of the fields of British Sociology and the sociology of education, pinpointing Bernstein’s position within them. The book is organised into two main parts: The Field Background and Beginnings Durkheim, Cosmology and Education The Problematic The Structure of Pedagogic Discourse Bernstein and Theory Bernstein and research The Pedagogic Device Written by a leading authority in the field, this text will be valuable reading for post-graduate students of sociology and education, along with active researchers and their research students.
Author: Harry Daniels
Publisher: Routledge
ISBN: 0415678218
Category : Biography & Autobiography
Languages : en
Pages : 247
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Book Description
Provide readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky and Basil Bernstein.
Author: Stephanie Allais
Publisher: BRILL
ISBN: 9004365400
Category : Education
Languages : en
Pages : 256
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Book Description
In Knowledge, Curriculum, and Preparation for Work, the editors offer a timely collection of chapters approaching debates on economic and social change and employment within different types of economies. Considering questions of knowledge and curriculum, these works interrogate ways of thinking about relationships between different forms of work and education. The focus is both on the curriculum – the ways in which different types of knowledge affect the quality and organization of curricula that are intended to prepare for work – and the factors influencing and constraining what education can do to prepare for work, as well as how these factors shape and limit the role of educational preparation for work.
Author: John G. Richardson
Publisher: Stanford University Press
ISBN: 0804779139
Category : Education
Languages : en
Pages : 585
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Book Description
In today's schools the number of students who receive additional resources to access the curriculum is growing rapidly, and the ongoing expansion of special education is among the most significant worldwide educational developments of the past century. Yet even among developed democracies the range of access varies hugely, from one student in twenty to one student in three. In contemporary conflicts about educational standards and accountability, special education plays a key role as it draws the boundaries between exclusion and inclusion. Comparing Special Education unites in-depth comparative and historical studies with analyses of global trends, with a particular focus on special and inclusive education in the United States, England, France, and Germany. The authors examine the causes and consequences of various institutional and organizational developments, illustrate differences in forms of educational governance and social policy priorities, and highlight the evolution of social logics from segregation of students with special educational needs to their inclusion in local schools.
