The Curriculum of the Future

From the 'New Sociology of Education' to a Critical Theory of Learning

Author: Michael F. D. Young

Publisher: Routledge

ISBN: 1135710090

Category: Education

Page: 216

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In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.

The Critical Turn in Education

From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race

Author: Isaac Gottesman

Publisher: Routledge

ISBN: 1317670957

Category: Education

Page: 192

View: 8190

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The Critical Turn in Education traces the historical emergence and development of critical theories in the field of education, from the introduction of Marxist and other radical social theories in the 1960s to the contemporary critical landscape. The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, Michael Apple, and Henry Giroux. Later chapters offer a discussion of feminist critiques, the influx of postmodernist and poststructuralist ideas in education, and critical theories of race. While grounded in U.S. scholarship, The Critical Turn in Education contextualizes the development of critical ideas and political projects within a larger international history, and charts the ongoing theoretical debates that seek to explain the relationship between school and society. Today, much of the language of this critical turn has now become commonplace—words such as "hegemony," "ideology," and the term "critical" itself—but by providing a historical analysis, The Critical Turn in Education illuminates the complexity and nuance of these theoretical tools, which offer ways of understanding the intersections between individual identities and structural forces in an attempt to engage and overturn social injustice.

Key Issues in Sustainable Development and Learning

A Critical Review

Author: William Scott,Stephen Gough

Publisher: Psychology Press

ISBN: 9780415276498

Category: Education

Page: 274

View: 6232

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This book presents seminal readings from existing literature alongside specially commissioned, critical vignettes from leading thinkers with interests in sustainable development and learning. The book sets out to inform readers about the many perspectives that exist, and to challenge assumptions they may have about both sustainable development and learning. Through the readings and vignettes, the book raises wide-ranging issues of how we choose to act. Following the format of its companion volume, Sustainable Development and Learning: framing the issues, the book builds on existing work across a number of fields as well as on original international research. Key Issues in Sustainable Development and Learning: a critical review is a major resource for anyone studying for masters degrees focusing on environment and sustainable development. It is also a valuable tool for professionals in both public and private sector who are dealing with these issues daily. Bill and Steve's book for Routledge, Sustainable Development and Learning: framing the issues is one of the academic sources cited by the United Nations in its draft international implementation scheme for the Decade of Education for Sustainable Development (which was launched by Kofi Annan last month).

Sociology, Curriculum Studies and Professional Knowledge

New Perspectives on the Work of Michael Young

Author: David Guile,David Lambert,Michael J. Reiss

Publisher: Routledge

ISBN: 1317198182

Category: Education

Page: 292

View: 9586

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This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution. Following Michael’s long and distinguished career – dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 – recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In. The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.

Education, Policy and Social Justice

Learning and Skills

Author: James Avis

Publisher: A&C Black

ISBN: 1441166424

Category: Education

Page: 216

View: 1016

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James Avis argues that post-compulsory education policy provides opportunities for a progressive and radical transformation of the theory and practice of working relationships.

Social Realism, Knowledge and the Sociology of Education

Coalitions of the Mind

Author: Karl Maton,Rob Moore

Publisher: A&C Black

ISBN: 1441161082

Category: Education

Page: 208

View: 9397

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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.

The Concepts and Practices of Lifelong Learning

Author: Brenda Morgan-Klein,Michael Osborne

Publisher: Routledge

ISBN: 1134088310

Category: Education

Page: 168

View: 5030

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This textbook gives a wide-ranging, research-informed introduction to issues in lifelong learning across a variety of educational settings and practices. Its very accessible approach is multi-disciplinary drawing on sociology and psychology in particular. In addition, issues are discussed within an international context. While there has been a proliferation of texts focussing on particular areas of practice such as higher education, there is little in the way of a broad overview. Chapters one to four introduce various conceptions of lifelong learning, the factors that impinge on learning through the life course, and the social and the economic rationale for lifelong learning. Chapters five-ten consider the varied sites of lifelong learning, from the micro to macro (from the home to the region to the virtual). Chapter eleven draws the strands together in the context of turbulence and continuing transition in personal and work roles, and against the background of future technological development. This timely overview will be relevant to education and training professionals, education studies students and the general reader.

Aspects of Teaching and Learning in Secondary Schools

Perspectives on Practice

Author: Hilary Bourdillon,Anne Storey

Publisher: Routledge

ISBN: 1136416056

Category: Education

Page: 336

View: 3192

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This textbook heads the Open University's flexible PGCE Perspectives on Practice series, which provides a practical illustration of skills, knowledge and understanding required to teach in the secondary classroom. As well as describing concepts and ideas, the book provides a critical examination of some of the key issues, and will encourage the reader to engage with the ideas and consider their views and beliefs. This book accompanies each of the subject-specific books in the series, providing a valuable link between disciplines. The series complements our other OU series, Teaching in the Secondary School which addresses theoretical issues relating to teaching. Together these to series provide a complete resource for students.

Handbook of International Research in Mathematics Education

Author: Lyn D. English,David Kirshner

Publisher: Routledge

ISBN: 1135192839

Category: Education

Page: 944

View: 7534

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The second edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century, namely: priorities in international mathematics education research lifelong democratic access to powerful mathematical ideas advances in research methodologies influences of advanced technologies. Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.

Transforming Learning in Schools and Communities

The Remaking of Education for a Cosmopolitan Society

Author: Bob Lingard,Jon Nixon,Stewart Ranson

Publisher: A&C Black

ISBN: 1441165428

Category: Education

Page: 356

View: 5667

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Many educators have been looking for a fundamentally different approach to engage young people and encourage progress in learning. Supported by recent public policy developments, a transformation is beginning to take place in the practice of many schools. The focus of learning is shifting away from the child as an individual in a classroom detached from the surrounding neighbourhood to a learning community that embraces carers and families as well as young people and teachers. This monograph analyses the organising principles of this cultural transformation and considers how it will shape learning in schools and communities throughout the world. The book brings together key thinkers from the fields of new learning, new communities of educational practice and new forms of educational governance. Arguing for the necessary interconnectedness of pedagogy, institutions and governance, this ground-breaking book will undoubtedly shape the policy agenda in this area for years to come.

Reclaiming Knowledge

Social Theory, Curriculum and Education Policy

Author: Johan Muller

Publisher: Routledge

ISBN: 1135700435

Category: Education

Page: 192

View: 8282

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Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?

Bringing Knowledge Back In

From Social Constructivism to Social Realism in the Sociology of Education

Author: Michael Young

Publisher: Routledge

ISBN: 1134357591

Category: Education

Page: 272

View: 7908

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'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.

The Routledge Handbook of Tourism and Hospitality Education

Author: Dianne Dredge,David Airey,Michael J. Gross

Publisher: Routledge

ISBN: 1135018944

Category: Business & Economics

Page: 602

View: 1196

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Tourism is much more than an economic sector, it is also a social, cultural, political, and environmental force that drives societal change. Understanding, responding to, and managing this change will inevitably require knowledge workers who are able to address a range of problems associated with tourism, travel, hospitality, and the increasingly complex operating environment within which they exist. The purpose of this Handbook is to provide an insightful and authoritative account of the various issues that are shaping the higher educational world of tourism, hospitality and events education and to highlight the creative, inventive and innovative ways that educators are responding to these issues. It takes as its central focus a dynamic curriculum space shaped by internal and external factors from global to local scales, a variety of values and perspectives contributed by a range of stakeholders, and shifting philosophies about education policy, pedagogy and teaching practice. A benchmark for future curriculum design and development, it critically reviews the development of conceptual and theoretical approaches to tourism and hospitality education. The Handbook is composed of contributions from specialists in the field, is interdisciplinary in coverage and international in scope through its authorship and content. Providing a systematic guide to the current state of knowledge on tourism and hospitality education and its future direction this is essential reading for students, researchers and academics in Tourism, Hospitality, Events, Recreation and Leisure Studies.

The New Political Economy of Urban Education

Neoliberalism, Race, and the Right to the City

Author: Pauline Lipman

Publisher: Routledge

ISBN: 1136759999

Category: Education

Page: 224

View: 8916

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Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe. Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.

Scientific Research in Education

Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Scientific Principles for Education Research

Publisher: National Academies Press

ISBN: 9780309133098

Category: Education

Page: 204

View: 1747

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Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.

Promising Practices in 21st Century Music Teacher Education

Author: Michele Kaschub,Janice Smith

Publisher: Oxford University Press

ISBN: 0190206152

Category: Music

Page: 248

View: 8586

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This book surveys emerging music and education landscapes to present a sampling of the promising practices of music teacher education that may serve as new models for the 21st century. Contributors explore the delicate balance between curriculum and pedagogy, the power structures that influence music education at all levels, the role of contemporary musical practices in teacher education, and the communication challenges that surround institutional change. Models of programs that feature in-school, out-of-school and beyond school contexts, lifespan learning perspectives, active juxtapositions of formal and informal approaches to teaching and learning, student-driven project-based fieldwork, and the purposeful employment of technology and digital media as platforms for authentic music engagement within a contemporary participatory culture are all offered as springboards for innovative practice.

How to be a Social Worker

A Critical Guide for Students

Author: Priscilla Dunk-West

Publisher: Macmillan International Higher Education

ISBN: 0230370179

Category: Social Science

Page: 208

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Through the course of studying social work and beyond it can be difficult to take a step back and reflect upon what it is to be a social worker, such are the demands of the process of qualification and the role itself. Using this as a starting point, How to be a Social Worker critically examines the knowledge base of social work – from human growth and development to social work research – and explores how your own values, principles and experience combine to shape your social work identity and practice alongside this. Stimulating your thinking in new ways, both about yourself and your life as a social worker, this book: • Uses a number of innovative exercises and case studies to help you to actively apply theory to practice. • Encourages reflexive thinking to support you in developing your own social work identity. • Considers the ways in which your social work identity can be maintained when working alongside other professional groups. Linked to a range of core modules on pre-qualifying social work programmes but written also for those practitioners committed to nurturing their own social work identities, How to be a Social Worker is a must have text from one of social work's most up-and-coming authors. Priscilla Dunk-West is a Senior Lecturer in Social Work at the University of South Australia, Australia. A sociologist and social worker, Priscilla has held university appointments in both Australia and England, teaching across a wide range of modules on the Social Work curriculum.

Exploring Education

An Introduction to the Foundations of Education

Author: Alan R. Sadovnik,Peter W. Cookson, Jr.,Susan F. Semel,Ryan W. Coughlan

Publisher: Routledge

ISBN: 131540852X

Category: Education

Page: 592

View: 9250

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This much-anticipated fifth edition of Exploring Education offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings. Pre- and in-service teachers will find a solid introduction to the foundations disciplines -- history, philosophy, politics, and sociology of education -- and their application to educational issues, including school organization and teaching, curriculum and pedagogic practices, education and inequality, and school reform and improvement. This edition features substantive updates, including additions to the discussion of neo-liberal educational policy, recent debates about teacher diversity, updated data and research, and new selections of historical and contemporary readings. At a time when foundations of education are marginalized in many teacher education programs and teacher education reform pushes scripted approaches to curriculum and instruction, Exploring Education helps teachers to think critically about the "what" and "why" behind the most pressing issues in contemporary education.

How People Learn

Brain, Mind, Experience, and School: Expanded Edition

Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice

Publisher: National Academies Press

ISBN: 0309131979

Category: Education

Page: 384

View: 3457

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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

What Schools Can Do

Critical Pedagogy and Practice

Author: Kathleen Weiler,Candace Mitchell

Publisher: SUNY Press

ISBN: 143842356X

Category: Education

Page: 293

View: 4525

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This book is organized around three themes: mechanisms of domination and control; pedagogies of possibility; and theory as critique. It links education with an analysis of politics and economics, and takes as central the possibilities of schools as places where social critique and the empowerment of students can take place. The authors have considered the possibilities of student resistance and curriculum transformation, and have deepened their critiques to incorporate recent theoretical analyses influenced by feminist critiques, anti-racist approaches, and postmodernist thought. In moving from theoretical analysis to “practical” examples of curriculum transformation and classroom practice, What Schools Can Do provides both a foundation for the analysis of schooling and alternatives for teaching practice.