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. |
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... school curriculum and knowledge itself (the “official” curriculum) worked to sort students. This work focused both on the content and the form of knowledge. by focusing on school curriculum and knowledge, these scholars offered a way to ...
... knowledge was a function of power. bernstein was interested in how teachers and students were able to “frame ... school life and curricula. This work, in sum, looked at the complex interrelationship between the stratification of knowledge ...
... knowledge (both the form and content of what apple and Weis later call the commodified culture in school) is part of a “selective tradition” that serves ideologically to buttress and naturalize structurally based social and economic ...
... knowledge about schools and students (e.g., “slow learners” or “underachievers”) so as to maintain the existing ... school as objective, factual knowledge.” how concretely may official knowledge represent ideological configuration of the ...
... school were learning to make rules and to control the lives and labor of others. in this chapter, anyon situates her earlier work within and against the trajectory of work in the “sociology of school knowledge,” while simultaneously ...
المحتوى
Contemporary Theoretical Challenges | |
On Spaces of Possibility | |
Critical Education Politics and the Real World | |
Interviews with Michael W Apple | |
Contributors | |
Index | |