This interdisciplinary textbook provides an introduction to the many theoretical developments and controversies which took place in the sociology and politics of education during the 1970s and 80s. The book Discusses the arguments concerning humanist and structuralist Marixsm. Provides a clear and concise introduction to structuralism and post-structuralism (work of Derrida, Lacan and Foucault) and theorises in the ways they contribute to Marxism or are subversive of it. Relates these theoretical perspectives to education and the practice of teachers.

This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described. The opening chapters deal with the phenomenological perspective in the sociology of education, discussing its adoption of a phenomenological model of man, its use of anthropological studies, the importance of classroom studies, and its rejection of the 'liberal' philosophy of education. The aim is to show the significance of these ideas for education, with a discussion of the concept of alienation and schooling, developments in Marxism such as the focus on the mode of production and the labour process, and the political economy of education.

First published in 1982, this work is a critical survey of contemporary educational debates and themes which took on new urgency and importance at the time. In particular, it explores the problematic nature of 'progressive education' and 'discipline'; the changes in the labour process and youth unemployment; the nature of the state and its relationship with schooling; the growth of state intervention and the specific forms of discrimination suffered by women and black people. It argues that trends in education at the time can be explained by a Marxist analysis. It suggests that the changes taking place in schools and colleges were expressions of the contradictions of capitalism and of the state's attempt to restructure education.

This interdisciplinary textbook provides an introduction to the many theoretical developments and controversies which took place in the sociology and politics of education during the 1970s and 80s. The book

• Discusses the arguments concerning humanist and structuralist Marixsm.
• Provides a clear and concise introduction to structuralism and post-structuralism (work of Derrida, Lacan and Foucault) and theorises in the ways they contribute to Marxism or are subversive of it.
• Relates these theoretical perspectives to education and the practice of teachers.

First Published in 1986. Routledge is an imprint of Taylor and Francis, an informa company.

This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described. The opening chapters deal with the phenomenological perspective in the sociology of education, discussing its adoption of a phenomenological model of man, its use of anthropological studies, the importance of classroom studies, and its rejection of the liberal philosophy of education. The aim is to show the significance of these ideas for education, with a discussion of the concept of alienation and schooling, developments in Marxism such as the focus on the mode of production and the labour process, and the political economy of education.

First published in 1982, this work is a critical survey of contemporary educational debates and themes which took on new urgency and importance at the time. In particular, it explores the problematic nature of 'progressive education' and 'discipline'; the changes in the labour process and youth unemployment; the nature of the state and its relationship with schooling; the growth of state intervention and the specific forms of discrimination suffered by women and black people. It argues that trends in education at the time can be explained by a Marxist analysis. It suggests that the changes taking place in schools and colleges were expressions of the contradictions of capitalism and of the state's attempt to restructure education.

Madan Sarup has now revised his accessible and popular introduction to post-structuralist and postmodern theory. A new introductory section discusses the meaning of such concepts as modernity, postmodernity, modernization, modernism, and postmodernism. A section on feminist criticism of Lacan and Foucault has been added, together with a new chapter on French feminist theory focusing on the work of Helene Cixous, Luce Irigaray, and Julia Kristeva.

The chapter on postmodernism has been significantly expanded to include a discussion of Lyotard's language games and his use of the category "sublime." This chapter ends with a discussion of the relationship between feminism and postmodernism. A further chapter has been added on the work of Jean Baudrillard, a cult figure on the current postmodernist scene, whose ideas have attained a wide currency. The chapter includes a new section on postmodern cultural practices as revealed in architecture, TV, video, and film. Suggestions for further reading are now listed at the end of each chapter and are upgraded and annotated.

In tracing the impact of post-structuralist thought not only on literary criticism but on such disciplines as philosophy, politics, psychoanalysis, the social sciences, and art, this book will be essential reading for those who want a clear and incisive introduction to the theories that continue to have widespread influence.

In this book Madan Sarup describes recent developments in multi-racial education and makes a sustained critique of approaches based on the assumptions of psychology, 'equality of opportunity' and 'cultural pluralism'.