Knowledge Power and Educational Reform

Author: Rob Moore
Publisher: Routledge
ISBN: 1134181825
Format: PDF, Kindle
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This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.

Basil Bernstein

Author: Rob Moore
Publisher: Routledge
ISBN: 1136734864
Format: PDF, ePub, Mobi
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Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of the sociology of education and Sociology in Britain. Although Bernstein had a particular interest in education, he did not see himself as a sociologist of education alone. By exploring Bernstein’s intellectually collaborative character and the evolving system of ideas, drawing upon anthropology and linguistics, the originality of Bernstein’s contribution to the social sciences can be truly identified. Rob Moore’s text offers a provocative and challenging account both of Bernstein, and of British sociology and education, approaching Bernstein’s work as a complex model of intertwining ideas rather than a single theory. Continued interest in Bernstein’s work has opened up a world-wide network of scholarship, and Moore considers contemporary research alongside classical sources in Durkheim and Marx, to provide a historical analysis of the fields of British Sociology and the sociology of education, pinpointing Bernstein’s position within them. The book is organised into two main parts: The Field Background and Beginnings Durkheim, Cosmology and Education The Problematic The Structure of Pedagogic Discourse Bernstein and Theory Bernstein and research The Pedagogic Device Written by a leading authority in the field, this text will be valuable reading for post-graduate students of sociology and education, along with active researchers and their research students.

Language Knowledge and Pedagogy

Author: Frances Christie
Publisher: Bloomsbury Publishing
ISBN: 1441131191
Format: PDF, Docs
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This book explores the nature of knowledge, language and pedagogy from the perspective of two complementary theories: systemic functional linguistics, and Bernstein-inspired sociology. Bernstein's sociology of knowledge makes a distinction between horizontal and vertical discourses as ways in which knowledge is transmitted in institutional settings, with teachers as agents of symbolic control. Systemic functional linguists have explored educational discourse according to similar hierarchies, and by bringing the two perspectives together this book shows the impact of language on knowledge and pedagogy. The contributors examine the different structures of knowledge and the flow of information within the school context, but also according to language in early childhood, literacy, English, the social sciences, science and mathematics. The result is a progressive and dynamic analysis of knowledge structures at work in educational institutions. Language, Knowledge and Pedagogy makes a major contribution to linguistics, applied linguistics and educational theory. It will be of interest to researchers working in these areas.

Basil Bernstein

Author: Rob Moore
Publisher: Routledge
ISBN: 1136734872
Format: PDF, Mobi
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This book provides a detailed overview of the sociology of Basil Bernstein, locating his thinking within the history of the field of British sociology in his lifetime and providing a clear introduction to Bernstein’s thought for those not familiar with his works as well as for those who are.

Pedagogy Symbolic Control and Identity

Author: Basil Bernstein
Publisher: Rowman & Littlefield Publishers
ISBN: 1461636205
Format: PDF
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This new edition of Bernstein's classic book is updated with three new chapters: on discourse, on official knowledge and identities, and a wide ranging interview with Joseph Solomon. The new edition, published as Volume Five in his Class, Codes, and Control Series, builds on the continuing tradition of Bernstein's highly influential work on class, education, language, and society.

Activity Theory in Practice

Author: Harry Daniels
Publisher: Routledge
ISBN: 1136031669
Format: PDF, ePub, Mobi
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This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition - moving toward collaboration in inter-organizational fields and continuous shaping of transformations. To understand and master this transition, powerful new conceptual tools are needed and are provided here. The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. The theoretical and methodological tools used have their origins in the work of Lev Vygotsky and A.N. Leont’ev. In recent years this body of work has aroused significant interest across the social sciences, management and communication studies. Working as part of an integrated international team, the authors identify specific findings which are of direct interest to the academic community, such as: the analysis of vertical learning between operational and strategic levels within complex organizations; the refinement of notions of identity and subject position within CHAT; the introduction of the concept of ‘labour power’ into CHAT; the development of a method of analysing discourse which theoretically coheres with CHAT and the design of projects. Activity Theory in Practice will be highly useful to practitioners, researchers, students and policy-makers who are interested in conceptual and empirical issues in all aspects of ‘activity-based’ research.

Elaborating Professionalism

Author: Clive Kanes
Publisher: Springer Science & Business Media
ISBN: 9789048126057
Format: PDF, ePub, Mobi
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What are the future possibilities for the standing of professional practice as it faces growingly problematic markets for services, complex demands for managerial accountability and control, and problematic circumstances and expectations in its ethical and self-regulative governance? New sources of inspiration may be needed if professionalism is to be either a viable or desirable form for the social organisation of work in the coming years of potentially deep economic and social change. Set in the UK, South Africa, Australia and the USA, the empirical studies included elaborate problematic situations of professional practice concerning issues of identity and knowledge. The theoretical studies explore the notion of generic processes; elaborate the plurality of notions of professional practice; theorise the hybridisation witnessed in inter-professional and cross-disciplinary team work; and outline new theoretical departures relating to these. Elaborating professionalism also raises important methodological issues relating to professionalism as ethical practice. The book offers valuable resources to enrich practice, and provokes thought and new ideas about professionalism.

Understanding Education

Author: Sharon Gewirtz
Publisher: Polity
ISBN: 0745633447
Format: PDF
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Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter? These fundamental questions of value are not always seen as central to the sociology of education. However, this book argues that they are pivotal and provides a sophisticated and engaging introduction to the field that is designed to open up these important debates. It draws attention to the many points of disagreement that exist between major thinkers in the sociology of education, and the values on which their ideas are based. By involving readers in crucial questions about the potential contribution of sociology to education policies and practices, it aims to bridge the divide between education as it is talked about by academics, and the concerns of policymakers and educators who have to make practical decisions about what is to be done. Chapter by chapter the book introduces competing approaches in the sociology of education - structural functionalism, symbolic interactionism, Marxism, feminism, critical race theory and poststructuralism. It shows how these can be applied to major themes such as social reproduction, the politics of knowledge, multicultural education, identity and teachers? work. Throughout, the authors emphasise the importance of understanding social and educational values and the ways in which these underpin and impact upon the work of both academics and educators.

Why knowledge matters in curriculum

Author: Leesa Wheelahan
Publisher:
ISBN: 9780415483186
Format: PDF
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What should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important? This book argues that providing students with access to knowledge should be the raison d " tre of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. Why Knowledge Matters in Curriculumis a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.

Sociology As Method

Author: Paul Dowling
Publisher: Sense Pub
ISBN: 9789087908126
Format: PDF, Mobi
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Dowling is using the term, forensics, to refer to approaches to research that claim to uncover truths about the world that are somehow independent of the means of their uncovering. For some time, now, such approaches have been widely regarded as naive, but it is not clear that the implications of this recognition have always been adequately or appropriately taken into account. In attempting to do just that, Dowling presents a mature exposition of his organisational language, social activity method (SAM) in dialogue with a wide range of cultural settings, texts and technologies. SAM has been developed over a period of some twenty years via the transaction between a fundamental, theoretical principle and empirical data. This principle asserts that the sociocultural is to be understood in terms of strategic, autopoietic action directed at the formation, maintenance and destabilising of alliances and oppositions and the alliances and oppositions that are themselves emergent upon such action. This anti-forensic constructive description understands data texts, not as products of generative structures that lie behind them, but as instances of the organisational language, SAM, that will, ultimately, describe them and that is, in a sense, in front of them. Dowling describes himself as a theory engineer. The productivity of this work is in its potential to generate principled and articulated descriptions of empirical settings and texts, new ways of looking at them, not to direct, but to interrogate other practices relating to these settings and texts, to ask questions that would otherwise be left unasked. The origins of SAM lie in the analysis of mathematics education texts in the late 1980s and early 1990s and one of the chapters in this volume is again concerned with mathematics (and science) education in the first part of the twenty-first century. Other settings that come under scrutiny include classrooms, film, art, literature, knowledge in various domains, the internet, and so forth. The book also includes fundamental engagement with forensics, in particular, the work of and work inspired by Basil Bernstein. Paul Dowling is Professor of Education at the Institute of Education, University of London. Before joining the Institute in 1987, he had taught mathematics in secondary schools in and around London. His other publications include The Sociology of Mathematics Education: Mathematical Myths/Pedagogic Texts (1998, Falmer Press) and Doing Research/Reading Research: Re-interrogating education (with Andrew Brown, Routledge, 1998 and 2009). For more information, see homepage.mac.com/paulcdowling/ioe."