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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