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Bringing Knowledge Back In - From Social Constructivism to Social Realism in the Sociology of Education (Hardcover)
Loot Price: R4,440
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Bringing Knowledge Back In - From Social Constructivism to Social Realism in the Sociology of Education (Hardcover)
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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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