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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... written about some of these issues, which go well beyond the remit of Ideology and Curriculum, in a coauthored piece—indeed, our only co-authored piece—on “structuring the post-modern in educational policy” (apple & Whitty, 1999, p.
new york: routledge. apple, m., & Whitty, G. (1999). structuring the postmodern in education policy. in D. hill, P. mcLaren, m. Cole, & G. rikowski (eds.), Postmodernism in educational theory (pp. 67-87).
... focus more closely on apple's work in relation to concerns expressed in forms of poststructuralism and postmodernism, including the work of 0 • ideology, Curriculum, and the new sociology of education.
in forms of poststructuralism and postmodernism, including the work of michel foucault. yoshiko nozaki's chapter opens the section by asking important questions around power and the curriculum. nozaki interrogates the notion of ideology ...
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