Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael AppleLois Weis, Cameron McCarthy, Greg Dimitriadis Taylor & Francis, 2006 - 269 من الصفحات 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. |
من داخل الكتاب
النتائج 1-5 من 31
... Power / Knowledge , and Curriculum Making 69 Chapter 5 YOSHIKO NOZAKI Are We Making Progress ?: Ideology and Curriculum in the Age of No Child Left Behind DENNIS CARLSON 91 Chapter 6 Teaching after the Market : From Commodity to Contents.
عذرًا، محتوى هذه الصفحة مقيَّد.
عذرًا، محتوى هذه الصفحة مقيَّد.
عذرًا، محتوى هذه الصفحة مقيَّد.
عذرًا، محتوى هذه الصفحة مقيَّد.
المحتوى
Introduction | 1 |
Part I Revisiting the New Sociology of Education | 15 |
Chapter 1 Retrieving the Ideological Past | 17 |
Chapter 2 Social Class School Knowledge and the Hidden Curriculum | 37 |
Chapter 3 Schooling Power and the Exile of the Soul | 47 |
Chapter 4 Riding Tensions Critically | 69 |
Chapter 5 Are We Making Progress? | 91 |
Chapter 6 Teaching after the Market | 115 |
Chapter 8 Revisioning Knowledge Politics and Change | 167 |
Chapter 9 Situating Education | 185 |
Afterword | 203 |
Appendix | 219 |
Contributors | 251 |
257 | |
Back cover | 271 |
Chapter 7 Contesting Research Rearticulation and Thick Democracy as Political Projects of Method | 145 |