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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... our own work was not part of the dominant culture of that field. it was still relatively marginalized in our own contexts. indeed, that sense of being outsiders was part of the common bond that drew michael and me together.
Within those wider struggles, michael himself clearly remains profoundly unincorporated into contemporary dominant views of education. but, while many of his critics have been content to limit their struggles to the academy, ...
This arbitrary exercise of power, according to the authors, allowed for and simultaneously encouraged the reproduction of the given social, cultural, and economic order—a “reproduction of the power relations which put that dominant ...
... through transformation of the dominant commonsense that informed the organization of school knowledge. above all else, this work marked “knowledge” itself as a site of power—a site where it could both be exercised and interrupted.
how concretely may official knowledge represent ideological configuration of the dominant interests in a society? how do schools legitimate these limited and partial standards of knowledge as unquestioned truths? (1979, p.
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