This is a provocative and challenging monograph that engages with a wide range of issues in original ways that will undoubtedly stimulate debate among educationists. Rob Moore's collection is unique in that it brings together a range of areas in the sociology of knowledge and education (epistemological, aesthetic, curricular, the world of work, educational policy) that are concentionally analysed in isolation from one another

This title examines a series of inter-related problems associated with the nature of knowledge, how it is produced within intellectual fields and the implications for the transmission of knowledge in the classroom. This innovative monograph is concerned with a set of inter-related problems associated with the nature of knowledge, how it is produced within intellectual fields and the implications of those things for education and the transmission of knowledge in the classroom. It covers issues in the sociology of knowledge, the educational system and policy, social differences in educational attainment, educational research and teaching. It critically engages with the ideas of major thinkers such as Durkheim, Bernstein and Bourdieu and others and draws on contributions which represent an emerging new approach in the sociology of education associated with recent work by John Beck, Karl Maton, Johan Muller, Michael F.D. Young and others. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world.

Throughout the last decade there has been an unprecedented amount of activity in curriculum policy, and recent years have seen the acceleration of that activity following the Education Reform Act of 1988. This reader is a selection of work which addresses some of the more complex ideas and debates surrounding curriculum policy. The book is divided into three parts, the first section describes the background to recent curriculum policy, the second section looks at a variety of ways of constructing the curriculum, all of which have an impact on policy, while the third section offers a series of critiques on current policy, in particular the immediate impact of the ERA and of vocationalism, of market forces and strong central control.

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.

Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of the sociology of education and Sociology in Britain. Although Bernstein had a particular interest in education, he did not see himself as a sociologist of education alone. By exploring Bernstein s intellectually collaborative character and the evolving system of ideas, drawing upon anthropology and linguistics, the originality of Bernstein s contribution to the social sciences can be truly identified.

Rob Moore s text offers a provocative and challenging account both of Bernstein, and of British sociology and education, approaching Bernstein s work as a complex model of intertwining ideas rather than a single theory. Continued interest in Bernstein s work has opened up a world-wide network of scholarship, and Moore considers contemporary research alongside classical sources in Durkheim and Marx, to provide a historical analysis of the fields of British Sociology and the sociology of education, pinpointing Bernstein s position within them.

The book is organised into two main parts:

The Field

• Background and Beginnings
• Durkheim, Cosmology and Education

The Problematic

• The Structure of Pedagogic Discourse
• Bernstein and Theory
• Bernstein and research
• The Pedagogic Device

Written by a leading authority in the field, this text will be valuable reading for post-graduate students of sociology and education, along with active researchers and their research students.

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.

You are just one small step away from the life you know you deserve. It's time to leverage your life. Life Leverage means taking control of your life, easily balancing your work and free time, making the most money with the minimum time input & wastage, and living a happier and more successful life. Using Rob Moore's remarkable Life Leverage model, you'll quickly banish & outsource all your confusion, frustration and stress & live your ideal, globally mobile life, doing more of what you love on your own terms. Learn how to: - Live a life of clarity & purpose, merging your passion & profession - Make money & make a difference, banishing work unhappiness - Use the fast-start wealth strategies of the new tech-rich - Maximise the time you have; don't waste a moment by outsourcing everything - Leverage all the things in your life that don't make you feel alive 'This book shows you how to get more done, faster and easier than you ever thought possible. A great book that will change your life'. Brian Tracy, bestselling author of Eat That Frog

Paperback. Throughout the last decade there has been an unprecedented amount of activity in curriculum policy, and recent years have seen the acceleration of that activity following the Education Reform Act of 1988. This reader is a selection of work which addresses some of the more complex ideas and debates surrounding curriculum policy. The book is divided into three parts, the first section describes the background to recent curriculum policy, the second section looks at a variety of ways of constructing the curriculum, all of which have an impact on policy, while the third section offers a series of critiques on current policy, in particular the immediate impact of the ERA and of vocationalism, of market forces and strong central control.

Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of the sociology of education and Sociology in Britain. Although Bernstein had a particular interest in education, he did not see himself as a sociologist of education alone. By exploring Bernstein's intellectually collaborative character and the evolving system of ideas, drawing upon anthropology and linguistics, the originality of Bernstein's contribution to the social sciences can be truly identified. Rob Moore's text offers a provocative and challenging account both of Bernstein, and of British sociology and education, approaching Bernstein's work as a complex model of intertwining ideas rather than a single theory. Continued interest in Bernstein's work has opened up a world-wide network of scholarship, and Moore considers contemporary research alongside classical sources in Durkheim and Marx, to provide a historical analysis of the fields of British Sociology and the sociology of education, pinpointing Bernstein's position within them. The book is organised into two main parts: The Field Background and Beginnings Durkheim, Cosmology and Education The Problematic The Structure of Pedagogic Discourse Bernstein and Theory Bernstein and research The Pedagogic Device Written by a leading authority in the field, this text will be valuable reading for post-graduate students of sociology and education, along with active researchers and their research students.

This key volume is both timely and important in bringing together for the first time seminal papers and new material to examine an increasingly influential school of thought: realist sociology of education that places knowledge at its heart. This volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters also directly address the nature of sociology of education itself. The realist position developed in the book challenges two major currents of thought that have for a long time been prominent and influential in sociology and education: postmodernism and progressivism/constructivism. This well-edited collection of papers is provocative and original in that it represents a sustained, collective critique that offers a genuine alternative to these current orthodoxies.

Hardly anyone gets it right the first time, but many of us are crippled by indecision and fear of failure. The desire to get it right can inhibit us from getting started. In this book Rob Moore, the bestselling author of MONEY, shows that the quickest way to perfect is starting right now and improving as you go. This book will show you how to launch your business or idea, begin the next phase of your career, and overcome self-doubt - right away. Get perfect later, get started NOW.

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Opportunities are limitless and abundant. The problem is, many people can't recognise them. It can feel like opportunity doesn't knock for you, or other people get more opportunities, or you have bad luck and timing. You just need to know where to look. How to ask. When to ACT. Opportunity can be a window or a door; sometimes it opens right in front of you and sometimes it knocks. You need to be ready: windows, doors and eyes open. Are you waiting for that once-in-a-lifetime or business opportunity to change your life? How will you know when it comes? How will you be sure it's right for you? This book is not about waiting for an opportunity. It's a book containing strategies that can be employed immediately, ensuring you attract opportunities abundantly, both big and small, and you're ready to recognise and take them. To turn ideas into opportunities. Successful people often make their own luck - they find success because they have trained their minds to recognise great opportunities and make the most of them, rather than freezing with uncertainty or lacking the vision to see them through. They know the opportunity cost of not taking them. In this book you'll learn how to spot, seize and implement the right opportunities, and how to say NO to the wrong ones. You'll learn to take fast and slow opportunities. When opportunity appears you'll be ready to take advantage, seize the day, and win at life.

Do you want to get to the stage - soon - where you are truly financially independent, able to use your money in the way you'd like, and be completely confident in your ability to take care of yourself and your family? That is a universal desire, but many of us regard wealth and financial independence as a goal which we'll likely never achieve - there are just too many bills that need paying and there is a widespread belief that the money game is rigged. Even people who win the lottery or inherit money often seem to wind up losing it. The evidence suggests you can't win a game that you don't understand - even if you start out winning - because you never understood the game in the first place. So how can you win with money? How can you create independent wealth and hold on to it? This inspiring book by self-made multi-millionaire Rob Moore explains the rules of the game, shares simple tricks for managing money better, details how to create a plan for an ambitious future, and shows you the very best way to become a millionaire - to think and behave like one!

Show Up, Step Out, & Shine [Leadership Strategies That Create Leaders Who Shine] LEARN HOW TO: Step 1: Show Up (Be Present) - Think about the possibilities! - Become more focused! - Develop a positive attitude! Step 2: Step Out (Be Unique) - Start a positive trend instead of following the negative! - Learn how to lead yourself first and then others! - Stand out and become your own person! Step 3: Shine (Be Your Best) - Become unstoppable when it comes to reaching goals! - Feel like a leader in every role you play! - Develop a hunger that only success can satisfy! GO TO www.TheRobMoore.com AND GET FREE ADDITIONAL TIPS ON HOW YOU CAN SHINE!

Anyone can look successful with the right watch on their wrist or car parked in the driveway - but what is real success and how much are you really worth? In this fascinating, liberating book bestselling author Rob Moore takes you back to basics and examines how to realize your real value - your self-esteem, your ambitions, your reputation and your income. No longer will you doubt yourself, make self-defeating comparisons or make assumptions about how others see you - instead you will maximize your opportunities and love yourself for who you really are. Rob will show you that no matter what you think you're worth, you're worth more.

This innovative monograph is concerned with a set of inter-related problems associated with the nature of knowledge, how it is produced within intellectual fields and the implications of those things for education and the transmission of knowledge in the classroom. It covers issues in the sociology of knowledge, the educational system and policy, social differences in educational attainment, educational research and teaching. At various points it critically engages with the ideas of major thinkers such as Durkheim, Bernstein and Bourdieu and others and draws on contributions representing an emerging new approach in the sociology of education associated with recent work by John Beck, Karl Maton, Johan Muller, Michael F.D. Young and others. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world.

This key volume is both timely and important in bringing together for the first time seminal papers and new material to examine an increasingly influential school of thought: realist sociology of education that places knowledge at its heart. This volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters also directly address the nature of sociology of education itself. The realist position developed in the book challenges two major currents of thought that have for a long time been prominent and influential in sociology and education: postmodernism and progressivism/constructivism. This well-edited collection of papers is provocative and original in that it represents a sustained, collective critique that offers a genuine alternative to these current orthodoxies.