1300 187 187
'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 Bernsteina (TM)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:
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.
'Bringing Knowledge Back In provides a much-needed challenge to the pessimism of the postmodernists, to the relativism of the constructivists, and to those critical theorists who regard emancipation as but a consequence of having been exposed to emancipatory critiques...[Young] makes a very compelling case for social realism, and brings together in a most original manner a range of important epistemological and sociological perspectives, and the book relates them to a commendably wide range of current policy and practice.' - British Journal of Sociology of Education
| Theoretical issues | p. 1 |
| Rescuing the sociology of educational knowledge from the extremes of voice discourse | p. 3 |
| Knowledge and the curriculum in the sociology of education | p. 18 |
| Durkheim, Vygotsky and the curriculum of the future | p. 35 |
| 'Structure' and 'activity' in Durkheim's and Vygotsky's theories of knowledge | p. 65 |
| Curriculum studies and the problem of knowledge: updating the Enlightenment? | p. 81 |
| Education, knowledge and the role of the state: the 'nationalization' of educational knowledge? | p. 93 |
| Rethinking the relationship between the sociology of education and educational policy | p. 103 |
| Applied studies | p. 119 |
| Contrasting approaches to qualifications and their role in educational reform | p. 121 |
| Conceptualizing vocational knowledge | p. 137 |
| Professional knowledge and the question of identity: an analytical framework | p. 151 |
| Academic/vocational divisions in post-compulsory education and the problem of knowledge | p. 159 |
| Further education and training (FET) college teachers in South Africa and England: a knowledge-based profession of the future? | p. 172 |
| Experience as knowledge? The case of the recognition of prior learning (RPL) | p. 181 |
| The knowledge question and the future of education in South Africa | p. 186 |
| Next steps | p. 195 |
| Truth and truthfulness in the sociology of educational knowledge | p. 197 |
| Endword - Basil Bernstein: a personal appreciation | p. 219 |
| Table of Contents provided by Blackwell. All Rights Reserved. |
ISBN: 9780415321204
ISBN-10: 0415321204
Audience:
Tertiary; University or College
Format:
Hardcover
Language:
English
Number Of Pages: 272
Published: 1st December 2007
Dimensions (cm): 23.4 x 15.6
x 1.6
Weight (kg): 0.544
9am - 4pm AEST, Monday - Friday
