This monograph celebrates the 50th anniversary of Michael Young's iconic book "The Rise of the Meritocracy" by analysing the ideas behind meritocracy, citizenship and education and offering an extension to Young's initial findings.Young's iconic book "The Rise of the Meritocracy", not only coined the word meritocracy but contained a prescient warning about the dangers of pursuing the vision of a meritocratic society.This fascinating book takes this anniversary as its starting point for an analysis and critique of meritocracy, citizenship and education. Part I begins with two substantial chapters - the first discussing Young's book and its influence, and the second the revival of support for meritocracy under New Labour in the UK, with particular reference to its implications for education; the third chapter then examines and critiques the ways New Labour has interpreted the idea of active citizenship.Part II examines issues of continuity and change in New Labour policy on schools, the curriculum, and the professions (especially but not only the teaching profession).Issues raised in Part I are revisited in Part III, which is devoted to an analysis of policy responses to the problems of multiculturalism and their relation to immigration policy and ideas of a common civic culture in both Britain and overseas. In all the sections, the aim is to go beyond exposition to develop a sustained critique, particularly of New Labour's over-centralizing tendencies and the associated erosion of local and institutional democracy.

By including material from literary, philosophical, and anthropological sources, and by selecting readings which consider educational practice both within and beyond formal educational contexts, this book broadens the character of sociological inquiry in education. The editors bring together material they have found valuable when working with students of education and^sociology at all levels. Many of these articles and extracts are either inaccessible or have not been reprinted. The collection should stimulate inquiry about the assumptions underlying current debates on curriculum, streaming, school organization, methods of teaching, and preconceived notions of ability.Toward a Sociology of Education develops an alternative theoretical approach to and engages in critical dialogue with mainstream sociology, and also points to other theoretical and practical probabilities.

This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include:

• particular concepts such as voice research
• the significance of social class in relation to the language, schooling and home cultures
• differences between official and pedagogic recontextualising fields
• formation of different types of identities
• the construction of the learner
• formation of teacher identities and use of pedagogic discourses
• analysis of performance-based educational reforms and its impact on pedagogy.

Following the introduction of student loans and tuition fees, the situation of students and new graduates has changed considerably. Set in this context, Graduate Citizens is a thought-provoking, and insightful look at the current generation of students' attitudes towards citizenship and matters of social and moral responsibility.
Drawing on small-scale case studies of students in two universities, the authors explore students' changing sense of citizenship against the backdrop of recent changes in higher education. It addresses students' approaches to being in debt, the role of their families in providing support and their attitudes towards careers. Questioning the claim that the current generation of students is politically apathetic, this book shows that they are in fact socially concerned with, though distant from, official, mainstream politics. It investigates students' responses to such political and economic phenomena as globalisation and the ever-increasing promotion of market forces.
Graduate Citizens illuminates and explores the links between reforms in higher education, student experience of university and issues of citizenship. It poses questions about the condition and future of citizenship in Britain and discusses the implications for citizenship education.

Following the introduction of student loans and tuition fees, the situation of students and new graduates has changed considerably. Set in this context, Graduate Citizens is a thought-provoking, and insightful look at the current generation of students' attitudes towards citizenship and matters of social and moral responsibility.
Drawing on small-scale case studies of students in two universities, the authors explore students' changing sense of citizenship against the backdrop of recent changes in higher education. It addresses students' approaches to being in debt, the role of their families in providing support and their attitudes towards careers. Questioning the claim that the current generation of students is politically apathetic, this book shows that they are in fact socially concerned with, though distant from, official, mainstream politics. It investigates students' responses to such political and economic phenomena as globalisation and the ever-increasing promotion of market forces.
Graduate Citizens illuminates and explores the links between reforms in higher education, student experience of university and issues of citizenship. It poses questions about the condition and future of citizenship in Britain and discusses the implications for citizenship education.

By including material from literary, philosophical, and anthropological sources, and by selecting readings which consider educational practice both within and beyond formal educational contexts, this book broadens the character of sociological inquiry in education. The editors bring together material they have found valuable when working with students of education and DEGREESsociology at all levels. Many of these articles and extracts are either inaccessible or have not been reprinted. The collection should stimulate inquiry about the assumptions underlying current debates on curriculum, streaming, school organization, methods of teaching, and preconceived notions of ability.

Toward a Sociology of Education develops an alternative theoretical approach to and engages in critical dialogue with mainstream sociology, and also points to other theoretical and practical probabilities.

This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.

Connects Cold War material and conceptual technologies to 21st century arts, society and cultureFrom futures research, pattern recognition algorithms, nuclear waste disposal and surveillance technologies, to smart weapons systems, contemporary fiction and art, this book shows that we live in a world imagined and engineered during the Cold War. Key FeaturesMakes connections between Cold War material and conceptual technologies, as they relate to the arts, society and cultureDraws on theorists such as Paul Virilio, Jacques Derrida, Luce Irigaray, Friedrich Kittler, Jean Baudrillard, Michel Foucault, Michel Serres, Bernard Stiegler, Peter Sloterdijk and Carl SchmittThe contributors include leading humanities and critical military studies scholars, and practising artists, writers, curators and broadcastersContributorsJohn Beck is Professor of Modern Literature and Director of the Institute for Modern and Contemporary Culture at the University of Westminster, London.Ryan Bishop is Professor of Global Arts and Politics, Director of Research and Co-Director of the Winchester Centre for Global Futures in Art Design & Media at the Winchester School of Art, University of Southampton. Ele Carpenter is a curator and writer, and senior lecturer in MFA Curating and convenor of the Nuclear Culture Research Group at Goldsmiths, University of London. Fabienne Collignon is Lecturer in Contemporary Literature at the University of Sheffield. Mark Cote is Lecturer in Digital Culture and Society at King's College London.Daniel Grausam is Lecturer in the Department of English at Durham University. Ken Hollings is a writer and broadcaster, visiting tutor at the Royal College of Art and Associate Lecturer at Central Saint Martins School of Art and Design. Adrian Mackenzie is Professor of Technological Cultures at Lancaster University. Jussi Parikka is a media theorist and writer, and Professor of Technological Culture and Aesthetics at Winchester School of Art, University of Southampton. John W. P. Phillips is Associate Professor in the Department of English at the National University of Singapore. Adam Piette is Professor of English at the University of Sheffield. James Purdon is Lecturer in Modern and Contemporary Literature at the University of St Andrews.Aura Satz is an artist and Moving Image Tutor at the Royal College of Art.Neal White is an artist and Professor of Media Art at the Faculty of Media and Communication, Bournemouth University.

In Technocrats of the Imagination John Beck and Ryan Bishop explore the collaborations between the American avant-garde art world and the military-industrial complex during the 1960s, in which artists worked with scientists and engineers in universities, private labs, and museums. For artists, designers, and educators working with the likes of Bell Labs, the RAND Corporation, and the Los Angeles County Museum of Art, experiments in art and technology presaged not only a new aesthetic but a new utopian social order based on collective experimentation. In examining these projects' promises and pitfalls and how they have inspired a new generation of collaborative labs populated by artists, engineers, and scientists, Beck and Bishop reveal the connections between the contemporary art world and the militarized lab model of research that has dominated the sciences since the 1950s.

In Technocrats of the Imagination John Beck and Ryan Bishop explore the collaborations between the American avant-garde art world and the military-industrial complex during the 1960s, in which artists worked with scientists and engineers in universities, private labs, and museums. For artists, designers, and educators working with the likes of Bell Labs, the RAND Corporation, and the Los Angeles County Museum of Art, experiments in art and technology presaged not only a new aesthetic but a new utopian social order based on collective experimentation. In examining these projects' promises and pitfalls and how they have inspired a new generation of collaborative labs populated by artists, engineers, and scientists, Beck and Bishop reveal the connections between the contemporary art world and the militarized lab model of research that has dominated the sciences since the 1950s.

From futures research, pattern recognition algorithms, nuclear waste disposal and surveillance technologies, to smart weapons systems, contemporary fiction and art, this book shows that we are now living in a world imagined and engineered during the Cold War. Drawing on theorists such as Jean Baudrillard, Jacques Derrida, Michel Foucault, Luce Irigaray, Friedrich Kittler, Michel Serres, Peter Sloterdijk, Carl Schmitt, Bernard Stiegler and Paul Virilio this collection makes connections between Cold War material and conceptual technologies, as they relate to the arts, society and culture.

Thirsty are the Damned is a collection of 22 Vampiric stories and poems written by seasoned and new authors. Whether you're looking for a thrill or chill, this collection has a tale that will satisfy your need for blood. With no romantic contagions, this book is filled with vampires that are cursed, deprived and damn right blood-obsessed. No one will be spared; no one will be left alive. Each story and poem has its unique take on the vampire myth, bringing alive the mystery and horror that surrounds the legends, leaving you wondering if vampires actually do walk amongst us... The Damned are out and they are thirsty. Don't forget to look over your shoulder.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

A major new textbook for students of contemporary American art and media, and modern American history. American Visual Cultures analyses the role of painting, photography, film, television, advertising, journalism and other visual media in the historical development of the United States from the Civil War to the present day. It offers a chronology of major debates and developments in modern US history and traces the social, political and economic factors that have shaped the development of visual forms and practices across time. Illustrated throughout, the book combines a wide range of critical approaches and is made up of new essays by internationally renowned scholars. A General Introduction, in which the editors discuss the theoretical and pedagogical approaches shaping the contemporary study of visual culture, with particular reference to the United States, is followed by four sections, each covering a defined chronological period: 1861-1929; 1929-1963; 1963-1980; 1980 to the present. Each section opens with an introduction by the editors, giving historical and cultural context and highlighting thematic and pedagogical links between essays. An annotated bibliography of suggested further reading completes this invaluable and unique resource for the student and teacher of modern American art, media and culture.

The first section of this book compares and contrasts "declinist" accounts of the current moral predicament with the somewhat more optimistic approach derived from recent sociological analyses. The second section is more directly devoted to the role of schools in educating about values, morality and citizenship. Specific curricular issues such as the values of enterprise and enterprise culture, educating about citizenship, and the ambiguities about the meaning of the term "spiritual" are dealt with in successive chapters.

Since World War II, the American West has become the nation's military arsenal, proving ground, and disposal site. Through a wide-ranging discussion of recent literature produced in and about the West, "Dirty Wars" explores how the region's iconic landscapes, invested with myths of national virtue, have obscured the West's crucial role in a post-World War II age of "permanent war." In readings of western--particularly southwestern--literature, John Beck provides a historically informed account of how the military-industrial economy, established to protect the United States after Pearl Harbor, has instead produced western waste lands and "waste populations" as the enemies and collateral casualties of a permanent state of emergency. Beck offers new readings of writers such as Cormac McCarthy, Leslie Marmon Silko, Don DeLillo, Rebecca Solnit, Julie Otsuka, and Terry Tempest Williams. He also draws on a variety of sources in history, political theory, philosophy, environmental studies, and other fields. Throughout "Dirty Wars," he identifies resonances between different experiences and representations of the West that allow us to think about internment policies, the manufacture of atomic weapons, the culture of Cold War security, border policing, and toxic pollution as part of a broader program of a sustained and invasive management of western space.

Praise for First Edition: "'Key Issues in Secondary Education" addresses crucial cross-curricular issues which are central to secondary schooling in the new millennium. We are confident that this book will make a major contribution to the understanding of new teachers as they grapple with issues that go beyond subject boundaries and as they explore the fundamental issues which affect schools and young people today."- Donald McIntyre and Mike YoungerThis eagerly awaited second edition has been fully up-dated and revised with new chapters on the nature and measurement of intelligence and issues of race and racism in school and society. Other chapters addressing the rapidly changing world of educational policy and innovation have been substantially rewritten to take account of recent developments and current debates. All contributors write clearly and accessibly, without over-simplifying the complexity of the issues or the value they pose.