This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution. Following Michael's long and distinguished career - dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 - recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In. The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.

Es gibt einen steigenden Bedarf an beruflich-wissenschaftlicher Bildung in Wissenschaft, Arbeitsmarkt und Gesellschaft. Dennoch verharren viele Akteure in Bezug auf die berufliche und wissenschaftliche Bildung im traditionellen Saulendenken, starke gesellschaftliche Krafte halten an ihrer institutionellen Trennung im Bildungssystem fest. Der Band will den Diskurs uber das Verhaltnis und die Integration von beruflicher und wissenschaftlicher Bildung reflektieren und erweitern. In einer Reihe von Beitragen namhafter Erziehungswissenschaftler*innen aus dem In- und Ausland werden theoretische, konzeptionelle und praktische Gestaltungsfragen fur eine Qualifizierung diskutiert, die die Anschlussfahigkeit von wissenschaftlicher und beruflicher Bildung innerhalb und zwischen den Studiengangen in eine integrative Perspektive stellt.

This book introduces a new perspective on the knowledge economy and the learning challenge it presents for individuals, communities and societies. It demonstrates that the debate about the role of knowledge in the economy has been framed in terms of Cartesian notions of objective and subjective knowledge and human capital notions that the aim of learning is to support people to adapt to a pre-given economic reality. The book argues that these framings rest on questionable assumptions about knowledge and learning and, in the process, deflect us from asking questions about our future economic, political and social direction. Taking ideas from Cultural Historical Activity Theory (CHAT), Social Theory and the Philosophy of Mind as its starting point, the book rethinks the relation between knowledge, learning and human activity. It explores this rethinking through the form of learning - Professional, Vocational and Workplace - most closely associated with the use of knowledge for economic, political and social purposes. The book will be of interest to: (i) social scientists concerned with debates about the knowledge economy/society; (ii) educational researchers/policymakers concerned with the relation between education and knowledge economy; (iii) anyone interested in CHAT; and (iv) undergraduate, Master and Doctoral students studying any of the above issues.

This book presents some of the most trenchant critical analyses of the widespread claims for the recent emergence of a knowledge economy and the attendant need for greater lifelong learning. The book contains two sections: first, general critiques of the limits of current notions of a knowledge economy and required adult learning, in terms of historical comparisons, socio-political construction and current empirical evidence; secondly, specific challenges to presumed relations between work requirements and learning through case studies in diverse current workplaces that document richer learning processes than knowledge economy advocates intimate. Many of the leading authors in the field are represented. There are no other books to date that both critically assess the limits of the notion of the knowledge economy and examine closely the relation of workplace restructuring to lifelong learning beyond the confines of formal higher education and related educational policies. This reader provides a distinctive overview for future studies of relations between work and learning in contemporary societies beyond caricatures of the knowledge economy. The book should be of interest to students following undergraduate or postgraduate courses in most social sciences and education, business and labour studies departments, as well as to policy makers and the general public concerned about economic change and lifelong learning issues. D. W. Livingstone is Canada Research Chair in Lifelong Learning and Work and Professor Emeritus at the Ontario Institute for Studies in Education, University of Toronto. David Guile is Professor of Education and Work at the Institute of Education, University of London.