Bringing knowledge back in: from social constructivism to social realism in the sociology of education
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2008
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Table of contents only Klappentext Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | XX, 247 S. |
| ISBN: | 9780415321204 9780415321211 9780203073667 |
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| 245 | 1 | 0 | |a Bringing knowledge back in |b from social constructivism to social realism in the sociology of education |c Michael F. D. Young |
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Datensatz im Suchindex
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|---|---|
| adam_text | 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 Professor 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, at work, and in their families?
Bringing Knowledge Back In draws on recent developments in the sociology of knowl¬
edge 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 educa¬
tion, since his first book Knowledge and Control, published in
1971,
and The Curriculum
of the Future (Falmer Press
1998).
This rethinking partly reflects his own experience as a
policy analyst and advisor in the UK. South Africa and a number of other countries. 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; these include the integration of acade¬
mic and vocational learning, the role of qualifications in educational reform, professional
and vocational education, curriculum theory, and the assessment of experiential learning.
He also considers the broader issue of the role of sociologists in relation to educational pol¬
icy in the context of increasingly interventionist governments. 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.
Michael
F.D.
Young is Professor of Education at the Institute of Education, University of
London, and in the Department of Education at the University of Bath, UK.
Contents
Foreword xi
Acknowledgements xiii
Introduction xv
PARTI
Theoretical issues 1
1 Rescuing the sociology of educational knowledge
from the extremes of voice discourse 3
2 Knowledge and the curriculum in the sociology
of education 18
3 Durkheim, Vygotsky and the curriculum of the future 35
4 Structure and activity in Durkheim s and
Vygotsky s theories of knowledge 65
5 Curriculum studies and the problem of knowledge:
updating the Enlightenment? 81
6 Education, knowledge and the role of the state:
the nationalization of educational knowledge? 93
7 Rethinking the relationship between the sociology
of education and educational policy 103
PART 2
Applied studies 119
8 Contrasting approaches to qualifications and their
role in educational reform 121
9 Conceptualizing vocational knowledge 137
10 Professional knowledge and the question of
identity: an analytical framework 151
x Contents
11 Academic/vocational divisions in post-compulsory
education and the problem of knowledge 159
12 Further education and training (FET) college teachers
in South Africa and England: a knowledge-based
profession of the future? 172
13 Experience as knowledge? The case of the
recognition of prior learning (RPL) 181
14 The knowledge question and the future of
education in South Africa 186
PART 3
Next steps 195
15 Truth and truthfulness in the sociology of
educational knowledge (with Johann Muller) 197
Endword — Basil Bernstein: a personal appreciation 219
Notes 221
References 229
Original sources of previously published papers 239
Index 241
|
| adam_txt |
'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 Professor 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, at work, and in their families?
Bringing Knowledge Back In draws on recent developments in the sociology of knowl¬
edge 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 educa¬
tion, since his first book Knowledge and Control, published in
1971,
and The Curriculum
of the Future (Falmer Press
1998).
This rethinking partly reflects his own experience as a
policy analyst and advisor in the UK. South Africa and a number of other countries. 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; these include the integration of acade¬
mic and vocational learning, the role of qualifications in educational reform, professional
and vocational education, curriculum theory, and the assessment of experiential learning.
He also considers the broader issue of the role of sociologists in relation to educational pol¬
icy in the context of increasingly interventionist governments. 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.
Michael
F.D.
Young is Professor of Education at the Institute of Education, University of
London, and in the Department of Education at the University of Bath, UK.
Contents
Foreword xi
Acknowledgements xiii
Introduction xv
PARTI
Theoretical issues 1
1 Rescuing the sociology of educational knowledge
from the extremes of voice discourse 3
2 Knowledge and the curriculum in the sociology
of education 18
3 Durkheim, Vygotsky and the curriculum of the future 35
4 'Structure' and 'activity' in Durkheim's and
Vygotsky's theories of knowledge 65
5 Curriculum studies and the problem of knowledge:
updating the Enlightenment? 81
6 Education, knowledge and the role of the state:
the 'nationalization' of educational knowledge? 93
7 Rethinking the relationship between the sociology
of education and educational policy 103
PART 2
Applied studies 119
8 Contrasting approaches to qualifications and their
role in educational reform 121
9 Conceptualizing vocational knowledge 137
10 Professional knowledge and the question of
identity: an analytical framework 151
x Contents
11 Academic/vocational divisions in post-compulsory
education and the problem of knowledge 159
12 Further education and training (FET) college teachers
in South Africa and England: a knowledge-based
profession of the future? 172
13 Experience as knowledge? The case of the
recognition of prior learning (RPL) 181
14 The knowledge question and the future of
education in South Africa 186
PART 3
Next steps 195
15 Truth and truthfulness in the sociology of
educational knowledge (with Johann Muller) 197
Endword — Basil Bernstein: a personal appreciation 219
Notes 221
References 229
Original sources of previously published papers 239
Index 241 |
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| spelling | Young, Michael F. Verfasser aut Bringing knowledge back in from social constructivism to social realism in the sociology of education Michael F. D. Young 1. publ. London [u.a.] Routledge 2008 XX, 247 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Constructivisme (Éducation) Onderwijssociologie gtt Programmes d'études Sociologie de l'éducation Erziehung Educational sociology Education Curricula Constructivism (Education) Pädagogische Soziologie (DE-588)4075806-0 gnd rswk-swf Pädagogische Soziologie (DE-588)4075806-0 s DE-604 http://www.loc.gov/catdir/toc/ecip0717/2007017238.html Table of contents only Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016248300&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016248300&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Young, Michael F. Bringing knowledge back in from social constructivism to social realism in the sociology of education Constructivisme (Éducation) Onderwijssociologie gtt Programmes d'études Sociologie de l'éducation Erziehung Educational sociology Education Curricula Constructivism (Education) Pädagogische Soziologie (DE-588)4075806-0 gnd |
| subject_GND | (DE-588)4075806-0 |
| title | Bringing knowledge back in from social constructivism to social realism in the sociology of education |
| title_auth | Bringing knowledge back in from social constructivism to social realism in the sociology of education |
| title_exact_search | Bringing knowledge back in from social constructivism to social realism in the sociology of education |
| title_exact_search_txtP | Bringing knowledge back in from social constructivism to social realism in the sociology of education |
| title_full | Bringing knowledge back in from social constructivism to social realism in the sociology of education Michael F. D. Young |
| title_fullStr | Bringing knowledge back in from social constructivism to social realism in the sociology of education Michael F. D. Young |
| title_full_unstemmed | Bringing knowledge back in from social constructivism to social realism in the sociology of education Michael F. D. Young |
| title_short | Bringing knowledge back in |
| title_sort | bringing knowledge back in from social constructivism to social realism in the sociology of education |
| title_sub | from social constructivism to social realism in the sociology of education |
| topic | Constructivisme (Éducation) Onderwijssociologie gtt Programmes d'études Sociologie de l'éducation Erziehung Educational sociology Education Curricula Constructivism (Education) Pädagogische Soziologie (DE-588)4075806-0 gnd |
| topic_facet | Constructivisme (Éducation) Onderwijssociologie Programmes d'études Sociologie de l'éducation Erziehung Educational sociology Education Curricula Constructivism (Education) Pädagogische Soziologie |
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