Educational policy and social reproduction :: class inscription and symbolic control /
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
London :
Routledge,
2006.
|
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| Physical Description: | 1 online resource (viii, 157 pages) : illustrations |
| Bibliography: | Includes bibliographical references (pages 136-149) and index. |
| ISBN: | 0203087623 9780203087626 9780415240048 0415240042 9780415240055 0415240050 9781134552481 1134552483 1280247495 9781280247491 9786610247493 6610247498 |
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| 100 | 1 | |a Fitz, John. | |
| 245 | 1 | 0 | |a Educational policy and social reproduction : |b class inscription and symbolic control / |c John Fitz, Brian Davies and John Evans. |
| 260 | |a London : |b Routledge, |c 2006. | ||
| 300 | |a 1 online resource (viii, 157 pages) : |b illustrations | ||
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| 504 | |a Includes bibliographical references (pages 136-149) and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a 1. Understanding policy, understanding pedagogic discourse -- 2. Framing equality? : The Education Act, 1944 -- 3. Selection, class and opportunity -- 4. Comprehensive schooling : challenging inequality? -- 5. Educational systems and social mobility -- 6. Bernstein, social reproduction and intergenerational transmission -- 7. Something happened : the policy framework post-1988 -- 8. Diversity : selection and stratification -- 9. Further reading. | |
| 520 | |b This book takes a theoretically informed look at British education policy over the last sixty years when secondary schooling for all children became an established fact for the first time. Comprehensive schools largely replaced a system based on academic selection. Now, under choice and competition policies, all schools are subject to the rigours of local education markets. What impact did each of these successive policy frameworks have on structures of opportunities for families and their children? How and to what extent was the experience of secondary school students shaped and what influenced the qualifications they obtained and their life chances after schooling? The authors locate their work within two broad strands in the sociology of education. Basil Bernstein's work on the realisation of power and control in and through pedagogic discourse and social reproduction provides a theoretical framework for exploring the character of and continuities and change in education and training policies. The book is an important contribution to debates about the extent to which education is a force for change in class divided societies. The authors also set out to re-establish social class at the centre of educational analysis at a time when emphasis has been on identity and identity formation, arguing for their interdependence. This book will be an important resource for students, policy analysts and policymakers wishing to think through and understand the longer term impact of programmes that have shaped secondary schooling in Britain and elsewhere. This book takes a theoretically informed look at British education policy over the last sixty years when secondary schooling for all children became an established fact for the first time. Comprehensive schools largely replaced a system based on academic selection. Now, under choice and competition policies, all schools are subject to the rigours of local education markets. What impact did each of these successive policy frameworks have on structures of opportunities for families and their children? How and to what extent was the experience of secondary school students shaped and what influenced the qualifications they obtained and their life chances after schooling? The authors locate their work within two broad strands in the sociology of education. Basil Bernstein's work on the realisation of power and control in and through pedagogic discourse and social reproduction provides a theoretical framework for exploring the character of and continuities and change in education and training policies. The book is an important contribution to debates about the extent to which education is a force for change in class divided societies. The authors also set out to re-establish social class at the centre of educational analysis at a time when emphasis has been on identity and identity formation, arguing for their interdependence. This book will be an important resource for students, policy analysts and policymakers wishing to think through and understand the longer term impact of programmes that have shaped secondary schooling in Britain and elsewhere. | ||
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| 650 | 6 | |a Éducation |x Politique gouvernementale. | |
| 650 | 7 | |a EDUCATION |x Educational Policy & Reform |x General. |2 bisacsh | |
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| 650 | 7 | |a Education and state |2 fast | |
| 700 | 1 | |a Davies, Brian, |d 1938- |1 https://id.oclc.org/worldcat/entity/E39PCjFbVqVrvrwBmvqMDQDkTb |0 http://id.loc.gov/authorities/names/n78021309 | |
| 700 | 1 | |a Evans, John, |d 1952 October 16- |1 https://id.oclc.org/worldcat/entity/E39PCjJyXqbY7gTPVQ6g8tXMrq |0 http://id.loc.gov/authorities/names/n98074639 | |
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Record in the Search Index
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| author | Fitz, John |
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| callnumber-first | L - Education |
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| contents | 1. Understanding policy, understanding pedagogic discourse -- 2. Framing equality? : The Education Act, 1944 -- 3. Selection, class and opportunity -- 4. Comprehensive schooling : challenging inequality? -- 5. Educational systems and social mobility -- 6. Bernstein, social reproduction and intergenerational transmission -- 7. Something happened : the policy framework post-1988 -- 8. Diversity : selection and stratification -- 9. Further reading. |
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| dewey-full | 379 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379 |
| dewey-search | 379 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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Basil Bernstein's work on the realisation of power and control in and through pedagogic discourse and social reproduction provides a theoretical framework for exploring the character of and continuities and change in education and training policies. The book is an important contribution to debates about the extent to which education is a force for change in class divided societies. The authors also set out to re-establish social class at the centre of educational analysis at a time when emphasis has been on identity and identity formation, arguing for their interdependence. 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| illustrated | Illustrated |
| indexdate | 2025-04-11T08:35:40Z |
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| spelling | Fitz, John. Educational policy and social reproduction : class inscription and symbolic control / John Fitz, Brian Davies and John Evans. London : Routledge, 2006. 1 online resource (viii, 157 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Includes bibliographical references (pages 136-149) and index. Print version record. 1. Understanding policy, understanding pedagogic discourse -- 2. Framing equality? : The Education Act, 1944 -- 3. Selection, class and opportunity -- 4. Comprehensive schooling : challenging inequality? -- 5. Educational systems and social mobility -- 6. Bernstein, social reproduction and intergenerational transmission -- 7. Something happened : the policy framework post-1988 -- 8. Diversity : selection and stratification -- 9. Further reading. This book takes a theoretically informed look at British education policy over the last sixty years when secondary schooling for all children became an established fact for the first time. Comprehensive schools largely replaced a system based on academic selection. Now, under choice and competition policies, all schools are subject to the rigours of local education markets. What impact did each of these successive policy frameworks have on structures of opportunities for families and their children? How and to what extent was the experience of secondary school students shaped and what influenced the qualifications they obtained and their life chances after schooling? The authors locate their work within two broad strands in the sociology of education. Basil Bernstein's work on the realisation of power and control in and through pedagogic discourse and social reproduction provides a theoretical framework for exploring the character of and continuities and change in education and training policies. The book is an important contribution to debates about the extent to which education is a force for change in class divided societies. The authors also set out to re-establish social class at the centre of educational analysis at a time when emphasis has been on identity and identity formation, arguing for their interdependence. This book will be an important resource for students, policy analysts and policymakers wishing to think through and understand the longer term impact of programmes that have shaped secondary schooling in Britain and elsewhere. This book takes a theoretically informed look at British education policy over the last sixty years when secondary schooling for all children became an established fact for the first time. Comprehensive schools largely replaced a system based on academic selection. Now, under choice and competition policies, all schools are subject to the rigours of local education markets. What impact did each of these successive policy frameworks have on structures of opportunities for families and their children? How and to what extent was the experience of secondary school students shaped and what influenced the qualifications they obtained and their life chances after schooling? The authors locate their work within two broad strands in the sociology of education. Basil Bernstein's work on the realisation of power and control in and through pedagogic discourse and social reproduction provides a theoretical framework for exploring the character of and continuities and change in education and training policies. The book is an important contribution to debates about the extent to which education is a force for change in class divided societies. The authors also set out to re-establish social class at the centre of educational analysis at a time when emphasis has been on identity and identity formation, arguing for their interdependence. This book will be an important resource for students, policy analysts and policymakers wishing to think through and understand the longer term impact of programmes that have shaped secondary schooling in Britain and elsewhere. English. Education and state. http://id.loc.gov/authorities/subjects/sh85041091 Éducation Politique gouvernementale. EDUCATION Educational Policy & Reform General. bisacsh EDUCATION Administration General. bisacsh Education and state. cct Education and state fast Davies, Brian, 1938- https://id.oclc.org/worldcat/entity/E39PCjFbVqVrvrwBmvqMDQDkTb http://id.loc.gov/authorities/names/n78021309 Evans, John, 1952 October 16- https://id.oclc.org/worldcat/entity/E39PCjJyXqbY7gTPVQ6g8tXMrq http://id.loc.gov/authorities/names/n98074639 has work: Educational policy and social reproduction (Text) https://id.oclc.org/worldcat/entity/E39PCFWj4pXVvgCW6KBJPFVPkP https://id.oclc.org/worldcat/ontology/hasWork Print version: Fitz, John. Educational policy and social reproduction. London : Routledge, 2006 0415240042 0415240050 (OCoLC)62273126 |
| spellingShingle | Fitz, John Educational policy and social reproduction : class inscription and symbolic control / 1. Understanding policy, understanding pedagogic discourse -- 2. Framing equality? : The Education Act, 1944 -- 3. Selection, class and opportunity -- 4. Comprehensive schooling : challenging inequality? -- 5. Educational systems and social mobility -- 6. Bernstein, social reproduction and intergenerational transmission -- 7. Something happened : the policy framework post-1988 -- 8. Diversity : selection and stratification -- 9. Further reading. Education and state. http://id.loc.gov/authorities/subjects/sh85041091 Éducation Politique gouvernementale. EDUCATION Educational Policy & Reform General. bisacsh EDUCATION Administration General. bisacsh Education and state. cct Education and state fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041091 |
| title | Educational policy and social reproduction : class inscription and symbolic control / |
| title_auth | Educational policy and social reproduction : class inscription and symbolic control / |
| title_exact_search | Educational policy and social reproduction : class inscription and symbolic control / |
| title_full | Educational policy and social reproduction : class inscription and symbolic control / John Fitz, Brian Davies and John Evans. |
| title_fullStr | Educational policy and social reproduction : class inscription and symbolic control / John Fitz, Brian Davies and John Evans. |
| title_full_unstemmed | Educational policy and social reproduction : class inscription and symbolic control / John Fitz, Brian Davies and John Evans. |
| title_short | Educational policy and social reproduction : |
| title_sort | educational policy and social reproduction class inscription and symbolic control |
| title_sub | class inscription and symbolic control / |
| topic | Education and state. http://id.loc.gov/authorities/subjects/sh85041091 Éducation Politique gouvernementale. EDUCATION Educational Policy & Reform General. bisacsh EDUCATION Administration General. bisacsh Education and state. cct Education and state fast |
| topic_facet | Education and state. Éducation Politique gouvernementale. EDUCATION Educational Policy & Reform General. EDUCATION Administration General. Education and state |
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