Knowledge, values and educational policy : a critical perspective
- London ; New York : Routledge, 2009.
- Physical description
- ix, 308 p. : ill., maps ; 26 cm.
LB41 .K557 2009
- Unknown LB41 .K557 2009
- Includes bibliographical references and index.
- What are schools for? / Michael Young
- The school curriculum, theories of reproduction and necessary knowledge / Roy Nash
- The influence of constructivism on teaching and learning in classrooms / Sarah E. Scott and Annemarie Sullivan Palincsar
- The double move in teaching : developmental learning / Mariane Hedegaard
- Transfer of knowledge between education and workplace settings / Michael Eraut
- Learning in and for multiagency working / Paul Warmington
- Expansive learning in and for work / Hanna Toivianen and Yrjö Engeström
- Cultural ways of learning / Kris D. Gutiérrez and Barbara Rogoff
- Equity and social justice discourses in education / Naz Rassool
- Gender theory and research in education / Jo-Anne Dillabough
- Symptoms, categories, and the process of invoking labels / Roger Säljö and Eva Hjörne
- Inclusive pedagogy / Lani Florian and Ruth Kershner
- Disability : a complex interaction / Tom Shakespeare
- Realising the potential of system reform / David Hopkins
- Using assessment in education reform : policy, practice and future possibilities / Harry Torrance
- Why do some policies not work in schools? / Vivianne M. J. Robinson
- School as imagined community in discursive space : a perspective on the school effectiveness debate / Andrew Stables
- How do secondary school subject departments contribute to the learning of beginning teachers? / Alaster Douglas
- Developing pedagogy for doctors-as-teachers : the role of activity theory / Clare Morris
- Teacher/researcher : an unsustainable identity / Sarah O'Flynn
- Using theory in social research : reflections on a doctoral study / Maria Balarin.
- Publisher's Summary
- "Knowledge, Values and Educational Policy" focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Finally policies and practices relating to schools are considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: what are schools and what are they for? What knowledge should schools teach? How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability? What influence does educational policy have on improving schools? And what influence does research have on our understanding of education and schooling? To help with reflection, many of the chapters also include questions for debate and a guide to further reading. Read alongside its companion volume, "Educational Theories, Cultures and Learning", readers will be encouraged to reflect on some of the key issues facing education and educationists today.
(source: Nielsen Book Data)
- Publication date
- edited by Harry Daniels, Hugh Lauder, Jill Porter ; with Sarah Hartshorn.
- Critical perspectives on education