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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Taylor & Francis Group is the Academic Division of Informa plc. Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the Routledge Web site at http://www.routledge-ny.com Contents Preface vii Geoff Whitty ...
Geoff Whitty one of the most stimulating periods of my academic career was the time i spent as a visiting professor at the university of Wisconsin– madison in the fall of 1979, just after the first publication of Ideology and Curriculum ...
That reaction is, in part, an eloquent answer to my concerns in that review of 25 years ago that the first edition told us too little about how to move beyond academic critique. RefeRenCes apple, m. (1979/2004).
... among others. here, young discusses the ways particular kinds of knowledge are validated in the academy—knowledge that is “pure,” “general,” and “academic.” in contrast, knowledge that is “applied,” “specific,” and “vocational” is ...
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