Social Realism, Knowledge and the Sociology of Education PDF Download

Author: Karl Maton
Publisher: A&C Black
ISBN: 1441161082
Category : Education
Languages : en
Pages : 313

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Book Description
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.

Author: Karl Maton
Publisher: Routledge
ISBN: 1134019637
Category : Education
Languages : en
Pages : 357

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Book Description
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.

Author: Michael Young
Publisher: Routledge
ISBN: 1134357591
Category : Education
Languages : en
Pages : 488

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Book Description
'This book tackles some of the most important educational questions of the day... It is rare to find a book on education which is theoretically sophisticated and practically relevant: this book is.' From the Foreword by Hugh Lauder What is it in the twenty-first century that we want young people, and adults returning to study, to know? What is it about the kind of knowledge that people can acquire at school, college or university that distinguishes it from the knowledge that people acquire in their everyday lives everyday lives, at work, and in their families? Bringing Knowledge Back In draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earlier books Knowledge and Control and The Curriculum of the Future. He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein’s often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields. He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments. In so doing, the book: provides conceptual tools for people to think and debate about knowledge and education in new ways provides clear expositions of difficult ideas at the interface of epistemology and the sociology of knowledge makes explicit links between theoretical issues and practical /policy questions offers a clear focus for the future development of the sociology of education as a key field within educational studies. This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.

Author: Leesa Wheelahan
Publisher: Routledge
ISBN: 0415522005
Category : Education
Languages : en
Pages : 210

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Book Description
What should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important? This book argues that providing students with access to knowledge should be the raison d’être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. Why Knowledge Matters in Curriculumis a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.

Author: Brian Barrett
Publisher: Routledge
ISBN: 1351618822
Category : Education
Languages : en
Pages : 236

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Book Description
In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.

Author: B. Barrett
Publisher: Springer
ISBN: 1137429267
Category : Education
Languages : en
Pages : 238

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Book Description
This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.

Author: Michael Young
Publisher:
ISBN: 9781134357550
Category : Education
Languages : en
Pages : 0

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Book Description
What knowledge will citizens need in the future? In this text, the author argues that policy emphasis on lifelong learning should shift from questions of access and participation to questions of knowledge and pedagogy.

Author: Zongyi Deng
Publisher: Routledge
ISBN: 1351118927
Category : Education
Languages : en
Pages : 160

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Book Description
Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back in' (Young, 2007). Knowledge, Content, Curriculum and Didaktik is distinctive in providing a comprehensive and multifaceted analysis of the role of knowledge, and in particular curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching. It makes a case for linking knowledge and content to the development of human powers or capabilities needed for the 21st century and unpacks the challenges for curriculum policy, curriculum planning and classroom teaching. The book discusses, among other issues: Educational aims and theories of knowledge School subjects and academic disciplines: differences and relationships School subjects and theories of content Understanding the content for teaching The book will be relevant for scholars, researchers, policy makers and curriculum developers who seek a more sophisticated, more balanced and philosophically better grounded understanding of the role of knowledge and content in education and curriculum.

Author: Grant Banfield
Publisher: Routledge
ISBN: 1317411498
Category : Social Science
Languages : en
Pages : 206

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Book Description
This book offers a critical realist intervention into the field of Marxist Sociology of Education. Critical realism, as developed by British philosopher Roy Bhaskar, is known for its capacity to serve as a conceptual underlabourer to applied fields like education. Indeed, its success in clarifying and resolving thorny issues of educational theory and practice is now well established. Given critical realism’s sympathetic Marxist origins, its productive and critical engagement with Marxism has an even longer history. To date there has been little sustained attention given to the application of critical realism to Marxist educational praxis. The book addresses this gap in existing scholarship. Its conceptual ground clearing of the field of Marxist Sociology of Education centres on two problematics well-known in the social sciences: naturalism and the structure-agency relation. Marxist theory from the days of Marx to the present is shown to also be haunted by these problematics. This has resulted in considerable tension around the meaning and nature of, for example, reform, revolution, class determinism and class struggle. With its emergence in the 1970s as a child of Western Marxism, the field continues to be an expression of these tensions that seriously limit its transformative potential. Addressing these issues and offering conceptual clarification in the interests of revolutionary educational practice, Critical Realism for Marxist Sociology of Education provides a new perspective on education which will be of interest to students, scholars and practitioners alike.

Author: Karl Maton
Publisher: Routledge
ISBN: 1134019645
Category : Education
Languages : en
Pages : 256

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Book Description
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.