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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
What in the digital era is knowledge? Who has knowledge and whose
knowledge has value? Postmodernism has introduced a relativist
flavour into educational research such that big questions about the
purposes of education have tended to be eclipsed by minutiae.
Changes in economic and financial markets induce a sense that we
are also experiencing an intellectual credit crunch. Societies can
no longer afford to think about the role of education merely in
relation to national markets and national citizenry. There is
growing recognition that, once again, we need big thinking using
big theoretical ideas in working on local problems of
employability, sustainability and citizenship. Drawing on aspects
of Bernstein's work that have attracted an international following
for many years, the international contributors to this book raise
questions about knowledge production and subjectivity in times
dominated by market forces, privatisation and new forms of state
regulation. The book is divided into three sections: Part one
extends Bernstein's sociology of knowledge by revitalizing
fundamental questions, such as: what is knowledge, how is it
produced and what are its functions within education and society in
late modernity? It demonstrates that big theory, like big science,
provides immense resources for thinking ourselves out of crisis
because, in contradistinction to micro theory, we are able to
contemplate global transformations in ways which otherwise would
remain unthinkable. Part two considers the new, hybrid forms of
knowledge that are emerging in the gap opened up between economic
markets and academic institutions across a range of countries.
Bernstein said in the 1970s that schools cannot compensate for
society but we might now ask: can universities compensate for the
economy? Part three adds new conceptual tools to the understanding
of subjectivity within Bernstein's sociology of knowledge and
elaborates conceptual developments about pedagogic regulation,
consciousness and embodiment. This book will appeal to
sociologists, educationists and higher educators internationally
and to students on sociology of education, curriculum and policy
studies courses.
This book, written for in-service teachers and student-teachers, summarises the developments in educational policy that have occurred recently. Looking across all education sectors, the book focuses specifically on the struggle for control of educational rules and definitions, their content and consequences. In recent years a teacher's means of acquiring the understanding needed to help children recognise and apply knowledge, and to understand what children do and how, has largely disappeared. Philosophy, history and sociology have been replaced with classroom management and subject knowledge. This book looks at: *education policy studies *theories of social and cultural reproduction from the 'grand masters' to post-structuralism *teacher and school professional independence *comprehensive schools and grouping *the neo-liberal strategy and the discourse of markets, choice and diversity *curriculum and its assessment *classrooms and pedagogy *teachers and their teaching.
Choice and selection are now cornerstones of education policies wherever these have been shaped by market economics. Now, as never before, schools can face uncertain futures, because their survival is determined by external factors such as admission policies and parental preferences. Because of the link between schooling, and housing and other public sector services, the implications of increasing choice extends well beyond education. Schools, Markets and Choice Policies brings together the findings of the most comprehensive research ever conducted into choice in secondary education, and provides in-depth context, analysis and discussion. In assessing the impact of choice policies not only upon the education system itself, but also upon wider society, it provides valuable insights into economic and social segregation. A groundbreaking contribution to the debate on the role of choice and market economies in education, this book will be essential reading for anyone involved in determining or implementing education policy at all levels.
What in the digital era is knowledge? Who has knowledge and whose
knowledge has value? Postmodernism has introduced a relativist
flavour into educational research such that big questions about the
purposes of education have tended to be eclipsed by minutiae.
Changes in economic and financial markets induce a sense that we
are also experiencing an intellectual credit crunch. Societies can
no longer afford to think about the role of education merely in
relation to national markets and national citizenry. There is
growing recognition that, once again, we need big thinking using
big theoretical ideas in working on local problems of
employability, sustainability and citizenship. Drawing on aspects
of Bernstein's work that have attracted an international following
for many years, the international contributors to this book raise
questions about knowledge production and subjectivity in times
dominated by market forces, privatisation and new forms of state
regulation. The book is divided into three sections: Part one
extends Bernstein's sociology of knowledge by revitalizing
fundamental questions, such as: what is knowledge, how is it
produced and what are its functions within education and society in
late modernity? It demonstrates that big theory, like big science,
provides immense resources for thinking ourselves out of crisis
because, in contradistinction to micro theory, we are able to
contemplate global transformations in ways which otherwise would
remain unthinkable. Part two considers the new, hybrid forms of
knowledge that are emerging in the gap opened up between economic
markets and academic institutions across a range of countries.
Bernstein said in the 1970s that schools cannot compensate for
society but we might now ask: can universities compensate for the
economy? Part three adds new conceptual tools to the understanding
of subjectivity within Bernstein's sociology of knowledge and
elaborates conceptual developments about pedagogic regulation,
consciousness and embodiment. This book will appeal to
sociologists, educationists and higher educators internationally
and to students on sociology of education, curriculum and policy
studies courses.
This book, written for in-service teachers and student-teachers, summarises the developments in educational policy that have occurred recently. Looking across all education sectors, the book focuses specifically on the struggle for control of educational rules and definitions, their content and consequences. In recent years a teacher's means of acquiring the understanding needed to help children recognise and apply knowledge, and to understand what children do and how, has largely disappeared. Philosophy, history and sociology have been replaced with classroom management and subject knowledge. This book looks at: *education policy studies *theories of social and cultural reproduction from the 'grand masters' to post-structuralism *teacher and school professional independence *comprehensive schools and grouping *the neo-liberal strategy and the discourse of markets, choice and diversity *curriculum and its assessment *classrooms and pedagogy *teachers and their teaching.
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