Includes bibliographical references (p. -190) and index.
1. Introduction: A coalition of minds. Karl Maton (University of Sydney, Australia) & Rob Moore (University of Cambridge)-- 2. Reconceptualising Knowledge and the Curriculum in the Sociology of Education-- Rob Moore (University of Cambridge) & M.F.D. Young (University of London and University of Bath)-- 3. Analysing Knowledge Claims and Practices: Languages of legitimation-- Karl Maton (University of Sydney, Australia)-- 4. 'Voice Discourse' and the Problem of Knowledge and Identity-- Rob Moore (University of Cambridge) & Johan Muller (University of Cape Town, South Africa)-- 5. Promoting Official Pedagogic Identities: The sacred and the profane-- John Beck (University of Cambridge)-- 6. Competency-Based Training, Powerful Knowledge and the Working Class-- Leesa Wheelahan (Griffith University, Australia)-- 7. Knowledge Structures and the Canon: A preference for judgements-- Rob Moore (University of Cambridge)-- 8. Knowledge-Building in the Arts and Humanities: Invisible tribunals-- Karl Maton (University of Sydney, Australia)-- 9. Truth and Truthfulness in the Sociology Of Educational Knowledge-- M.F.D. Young (University of London and University of Bath) & Johan Muller (University of Cape Town, South Africa).
(source: Nielsen Book Data)
This key monograph is both timely and important in bringing together seminal papers, and some new material, in the emergence of an increasingly influential school of thought in the study of knowledge and education. It brings together for the first time articles that have played key roles in the emergence of an increasingly influential school of thought for a realist sociology of education that places knowledge at its heart. This timely volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters directly address the nature of sociology of education itself. The realist position developed in the book challenges two major currents of thought that have for a long time been prominent and influential in sociology and education: postmodernism and progressivism/constructivism. This well-edited collection of papers is provocative and original in that it represents a sustained, collective critique that offers a genuine alternative to these current orthodoxies. (source: Nielsen Book Data)