Author: Seymour Bernard Sarason
Revisiting "The Culture of the School and the Problem of Change" provocatively and seamlessly joins Seymour Sarason's classic, landmark text on school change with his own insightful reflections on those same issues in the face of today's crisis in public schools. This is an extensive, monograph-length revisiting
Author: Michael W. Apple,Stephen J. Ball,Luis Armando Gandin
This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. The Routledge International Handbook of the Sociology of Education examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas: perspectives and theories social processes and practices inequalities and resistances. The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ‘sociological work’ in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education.
Rethinking Education and Work in an Era of Digital Capitalism
Author: Alexander J. Means
Mainstream economists and Silicon Valley entrepreneurs claim that unfettered capitalism and digital technology can unlock a future of unbounded prosperity, create endless high paying jobs, and solve the world’s vast social and ecological problems. Realizing this future of abundance purportedly rests in the transformation of human potential into innovative human capital through new 21st century forms of education. In this new book Alex Means challenges this view. Stagnating economic growth and runaway inequality have emerged as the ‘normal’ condition of advanced capitalism. Simultaneously, there has been a worldwide educational expansion and a growing surplus of college-educated workers relative to their demand in the world economy. This surplus is complicated by an emerging digital revolution driven by artificial intelligence and machine learning that generates worker displacing innovations and immaterial forms of labor and valorization. Learning to Save the Future argues that rather than fostering mass intellectuality, educational development is being constrained by a value structure subordinated to 21st century capitalism and technology. Human capabilities from creativity, design, engineering, to communication are conceived narrowly as human capital, valued in terms of economic productivity and growth. Similarly, global problems such as the erosion of employment and climate change are conceived as educational problems to be addressed through business solutions and the digitalization of education.?This thought-provoking account provides a cognitive map of this condition, offering alternatives through critical analyses of education and political economy, technology and labor, creativity and value, power and ecology.
Author: Mark E. Jonas,Douglas Yacek
Nietzsche's Philosophy of Education makes the case that Nietzsche's philosophy has significant import for the theory and contemporary practice of education, arguing that some of Nietzsche's most important ideas have been misunderstood by previous interpreters. In providing novel reinterpretations of Nietzsche's ethical theory, political philosophy and philosophical anthropology and outlining concrete ways in which these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart from previous works on Nietzsche. This is one of the first extended engagements with Nietzsche's philosophy which attempts to determine his true legacy for democratic education. In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its development of four concrete pedagogical approaches from Nietzsche's educational ideas makes the book a potentially helpful guide to meeting the practical challenges of contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and students studying educational foundations.
Author: Amy Skinner,Matt Baillie Smith,Eleanor Brown,Tobias Troll
Category: Business & Economics
Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives. Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of ‘development’ itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.
New Perspectives on the Work of Michael Young
Author: David Guile,David Lambert,Michael J. Reiss
This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution. Following Michael’s long and distinguished career – dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 – recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In. The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.
Author: Matei Candea
Category: Social Science
This book presents an overview of important currents of thought in social and cultural anthropology, from the 19th century to the present. It introduces readers to the origins, context and continuing relevance of a fascinating and exciting kaleidoscope of ideas that have transformed the humanities and social sciences, and the way we understand ourselves and the societies we live in today. Each chapter provides a thorough yet engaging introduction to a particular theoretical school, style or conceptual issue. Together they build up to a detailed and comprehensive critical introduction to the most salient areas of the field. The introduction reflects on the substantive themes which tie the chapters together and on what the very notions of ‘theory’ and ‘theoretical school’ bring to our understanding of anthropology as a discipline. The book tracks a core lecture series given at Cambridge University and is essential reading for all undergraduate students undertaking a course on anthropological theory or the history of anthropological thought. It will also be useful more broadly for students of social and cultural anthropology, sociology, human geography and cognate disciplines in the social sciences and humanities.
Debates, Practices, and Policies
Author: Krishna Kumar
Publisher: Taylor & Francis
This comprehensive handbook introduces the reader to the education system in India in terms of its structural features, its relations with society and culture, and the debates that have shaped present-day policy ethos. Expert scholars provide a lucid analysis of complex themes such as the equal distribution of educational opportunities, legal provisions shaping the opportunity structure, and curricular issues in major areas of knowledge. The volume provides a general overview of India’s education system and examines key and current issues that face higher and school education, the examination system, disciplines of social sciences, curriculum, teachers, law, coaching and unemployment. This handbook will serve as a valuable resource and guide to anyone seeking authentic information about India’s contemporary educational challenges in relation to its society, economy and politics. It will be useful to scholars and researchers of education, public policy and administration, sociology and political studies as well as practitioners, think-tanks, those in media, government and NGOs.
Author: Celia Hoyles,Candia Morgan,Geoffrey Woodhouse
At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.
Changing Relationships between the State, Civil Society, and the Educational Community
Author: Thomas S. Popkewitz
Publisher: SUNY Press
An examination of educational reform and change throughout the world, focusing on how issues of power and governance within states affect school practice and policy-making.
An Introduction to the Foundations of Education
Author: Alan R. Sadovnik,Peter W. Cookson, Jr.,Susan F. Semel,Ryan W. Coughlan
This much-anticipated fifth edition of Exploring Education offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings. Pre- and in-service teachers will find a solid introduction to the foundations disciplines -- history, philosophy, politics, and sociology of education -- and their application to educational issues, including school organization and teaching, curriculum and pedagogic practices, education and inequality, and school reform and improvement. This edition features substantive updates, including additions to the discussion of neo-liberal educational policy, recent debates about teacher diversity, updated data and research, and new selections of historical and contemporary readings. At a time when foundations of education are marginalized in many teacher education programs and teacher education reform pushes scripted approaches to curriculum and instruction, Exploring Education helps teachers to think critically about the "what" and "why" behind the most pressing issues in contemporary education.
Author: Hester du Plessis,Jeffrey Sehume,Leonard Martin,Mapungubwe Institute for Strategic Reflection (MISTRA)
Publisher: Real African Publishers
Category: Social Science
In the past four decades, transdisciplinarity has gained conceptual and practical traction for its transformative value in accounting for the complex challenges besetting humankind, including social relations and natural ecosystems. The need to develop frameworks for joint problem-solving involving diverse stakeholders is unquestionable. Besides generating inclusivity, which embraces academia, civil society, and policymakers in the public and private sectors, transdisciplinarity allows for the appreciation of phenomena from a multiplicity of angles and affords societies creative ways of seeking solutions to challenges that may appear intractable. This book puts forward alternatives within this arena and attempts to directly respond to the multilayered challenges of diffuse disciplines, interlinked socioeconomic problems, impacts of globalization, technological advancements, environmental concerns, food security, and more.
Author: Angela Costabile,Barbara A Spears
As the linguistic, cognitive and social elements of our lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs. The Impact of Technology on Relationships in Educational Settings sets out to explore the role of ICTs in relationship forming, social networking and social relationships within our schools and has grown out of the European Cooperation in Science and Technology (COST); Action on cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one. This cutting edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects which have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns. This text is ideally suited to researchers and practiitioners in the fields of Educational and developmental psychology, as well as those specialising in educational technology and the sociology of education.
Author: James W. Tollefson
"This new edition of takes a fresh look at enduring questions at the heart of fundamental debates about the role of schools in society, the links between education and employment, and conflicts between linguistic minorities and "mainstream" populations"--
Guyana’s Educational System and its Implications for the Third World
Author: M.K. Bacchus
Publisher: Wilfrid Laurier Univ. Press
Category: Social Science
How critical is education in the development struggle of a third world country? Responding to popular demands for more accessible education, the Guyanese government instituted numerous educational reforms, hoping to promote economic growth in both the modern and the traditional sectors of the economy. Many in the traditional sector, however, saw education as a means of economic advancement, and sought increasingly to move into higher social strata through employment in the modern sector. Consequently, the civil service and private firms gained an oversupply of personnel, while agriculture and small business suffered, and unemployment increased. The author examines Guyana’s educational system from historical, political, social, and economic perspectives, and draws implications for other developing countries.
Author: Peter C. Jupp
The emergence of spirituality in contemporary culture in holistic forms suggests that organised religions have failed. This thesis is explored and disputed in this book in ways that mark important critical divisions. This is the first collection of essays to assess the significance of spirituality in the sociology of religion. The authors explore the relationship of spirituality to the visual, individualism, gender, identity politics, education and cultural capital. The relationship between secularisation and spirituality is examined and consideration is given to the significance of Simmel in relation to a sociology of spirituality. Problems of defining spirituality are debated with reference to its expression in the UK, the USA, France and Holland. This timely, original and well structured volume provides undergraduates, postgraduates and researchers with a scholarly appraisal of a phenomenon that can only increase in sociological significance.
Author: David Levinson,Peter Cookson,Alan Sadovnik
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Embodied Cognition and the Origin of Culture in Organizations
Author: David G. White
Category: Business & Economics
Organizational or corporate "culture" is the most overused and least understood word in business, if not society. While the topic has been an object of keen academic interest for nearly half a century, theorists and practitioners still struggle with the most basic questions: What is organizational culture? Can it be measured? Is it a dependent or independent variable? Is it causal in organizational performance, and if so, how? Paradoxically, managers and practitioners challenge cultural explanations for much of what constitutes organizational behavior in organizations, and, moreover, believe culture can be engineered to their own designs for positive business outcomes. What explains this divide between research and practice? While much academic research on culture is challenged by ontological, epistemic and ethical difficulties, there is little empirical evidence to show culture can be deliberately shaped beyond espoused values, the gap between research and practice can be explained by one simple reason: the science of culture has yet to catch up to managerial intuition. Managers are correct in suspecting culture is a powerful normative force, but, until now, current theory and research is not able to adequately account for cultural behavior in organizations. Rethinking Culture describes and presents evidence for a new paradigm of organizational culture. It will be of relevance to academics and researchers with an interest in business and management, organizational culture, and organizational change, as well as cognitive and cultural anthropologists and sociologists interested in applications of theory in organizational and institutional settings.
Author: Michael W. Apple
Despite the vast differences between the Right and the Left over the role of education in the production of inequality one common element both sides share is a sense that education can and should do something about society, to either restore what is being lost or radically alter what is there now. The question was perhaps put most succinctly by the radical educator George Counts in 1932 when he asked "Dare the School Build a New Social Order?", challenging entire generations of educators to participate in, actually to lead, the reconstruction of society. Over 70 years later, celebrated educator, author and activist Michael Apple revisits Counts' now iconic works, compares them to the equally powerful voices of minoritized people, and again asks the seemingly simply question of whether education truly has the power to change society. In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to challenge the relations of dominance and subordination in the larger society. This touchstone volume is both provocative and honest about the ideological and economic conditions that groups in society are facing and is certain to become another classic in the canon of Apple's work and the literature on education more generally.
Developmental and Community-Based Perspectives
Author: Francisco A. Villarruel,Gustavo Carlo,Josefina M. Grau,Margarita Azmitia,Natasha J. Cabrera,T. Jaime Chahin
Congratulations to Aida Hurtado and Karina Cervantez- winners of the 2009 Women of Color Psychologies Award! This award, given by the Association of Women in Psychology Association, is voted on by AWP members for contributions of new knowledge and importance to the advancement of the psychology of women of color. Offering broad coverage of all U.S. Latino groups, this volume synthesizes cutting-edge research and methodological advances and provides culturally sophisticated information that can be used by researchers, policy makers, and practitioners. The editors and contributing authors summarize theories and conceptual models that can further our understanding of the development and adaptation of U.S. Latino populations. In addition, they focus on the importance of cultural sensitivity and competence in research and intervention approaches and how to achieve it. Key Features • Highlights the normative development and strengths of U.S. Latino populations • Elaborates on the heterogeneity of Latinos in that it does not assume that all Latino populations, and the contexts of their development, are identical. • Emphasizes on cultural sensitivity and competence at all levels • Focuses on the importance of cultural identity amongst Latinos and its contribution to healthy developmental outcomes.