Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple
For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world's leading education scholars to reflect on the relationships between education and power and the continued impact of Apple's scholarship. Like Apple's work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.
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Ideology, Curriculum, and the New Sociology of Education Revisiting the Work of Michael Apple Edited by LoisWeis, Cameron McCarthy, and Greg Dimitriadis New York London Routledge is an imprint of the Taylor & Francis Group, ...
... as Director of London university's institute of education, as the very embodiment of the educational establishment in the united Kingdom—and there is even a sense in which, much as he would hate to admit it, ii Preface.
London: tufnell Press. farahmandpur, r. (2004). essay review: a marxist critique of michael apple's neo-marxist approach to educational reform. Journal for Critical Education Policy Studies, 2(1). retrieved 11/29/05 from http://www.
London: methuen. young, m. (1971). Knowledge and control: New directions in the sociology of education. London: macmillan. I Revisiting the new sociology of education 1 ReTRieving THe introduction •
عذرًا، محتوى هذه الصفحة مقيَّد.
ما يقوله الناس - كتابة مراجعة
Chapter 1 Retrieving the Ideological Past
Chapter 2 Social Class School Knowledge and the Hidden Curriculum
Chapter 3 Schooling Power and the Exile of the Soul
Chapter 4 Riding Tensions Critically
Chapter 5 Are We Making Progress?
Chapter 6 Teaching after the Market
Chapter 7 Contesting Research Rearticulation and Thick Democracy as Political Projects of Method
Chapter 8 Revisioning Knowledge Politics and Change