Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael AppleLois Weis, Greg Dimitriadis, Cameron McCarthy Routledge, 11/01/2013 - 282 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 6-10 من 78
... practice. as robert reich (1991), clearly one of america's most brilliant and original labor economists, describes it: [a]ll americans used to be in roughly the same economic boat. most rose or fell together as the corporations in which ...
... practice. as such, sociology of education could be said to be a form of political consciousness, as freire (1972) would have it, a form of conscientization of a generation of teachers. further, it sought to fundamentally overturn ...
... practice, the latter exploring the macro-contextualization of such constructions and the political constraints on such possibilities of meaning making. in this political conflagration, sociologists of education drew into their fold the ...
... practice. When, in 1976, roger Dale, Geoff esland, and i1 first introduced michael apple's curriculum theorizing into the united Kingdom (in our edited collection, Schooling and Capitalism), it was in the context of a sustained critique ...
... practice, of abstract and technical knowledge” (p. 5). Through such institutionalized separations, the distinction between manual and mental work was replicated. Different educational agencies contributed to this project in an ...
المحتوى
Contemporary Theoretical Challenges | |
On Spaces of Possibility | |
Critical Education Politics and the Real World | |
Interviews with Michael W Apple | |
Contributors | |
Index | |