Knowledge, Power and Educational Reform seeks to develop the field of educational policy and educational policy research by offering insights and examples of contemporary work which draws upon Basil Bernstein's sociology of pedagogy.
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Author: Rob Moore
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.
Maton, K. (2005), On knowledge structures and knower structures, in R. Moore, M. Arnot, J. Beck and H. Daniels (eds), Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein. London: Routledge/Taylor & Francis ...
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Author: Rob Moore
Publisher: Bloomsbury Publishing
This is a provocative and challenging monograph that engages with a wide range of issues in original ways and will undoubtedly stiumlate debate among educationists. Rob Moore's collection is unique in that it brings together a range of areas in the sociology of knowledge and education (epistemological, aesthetic, curricular, the world of work, educational policy) that are concentionally analysed in isolation from one another.
Moore, R. (2006) “Knowledge Structures and Intellectual Fields: Basil Bernstein and the Sociology of Knowledge” in R. Moore, M. Arnot, J. Beck and H. Daniels (eds) Knowledge, Power and Educational Reform, London: Routledge.
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Author: Daniel Frandji
Over the course of the late-twentieth century Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done. Arguing tirelessly for change, more than any other British sociologist it is Bernstein who presents to us education as a social right and not as a privilege. It is this objective today that makes his work so important. Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein’s work against the backdrop of their own research. From teaching content and the social, cognitive and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this collection represents an open dialogue with Bernstein’s work using a forward-looking and dynamic approach. Originally published in French with the explicit aim of locating Basil Bernstein’s theories alongside those of Pierre Bourdieu, one of the most important European sociologists, the French editors draw together a collection that offers a diverse background and perspective on Bernstein’s work and thought. Revised to include a new preface, a new introduction and revisited papers, the English edition will be a relevant resource for anyone interested in Bernstein, his reception and importance, as well as individuals working in the sociology of education, theory of education and education policy.
(eds) (2013) Popular Education, Power and Democracy. Swedish Experiences and Contributions. Leicester: National Institute of Adult Continuing Education. Moore, R. et al. (2012) Knowledge, Power and Educational Reform: Applying the ...
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Author: Antonia Kupfer
Education is a crucial influence early in life and is therefore inextricably linked with power. This book examines how education can limit opportunities and create social inequality as well as being an empowering force for good. Theoretical approaches on the relationship of power and education are discussed as are questions on power and knowledge.
Maton, K. (2006), 'On knowledge structures and knower structures', in Moore, R., Arnot, M., Beck,J. and Daniels, H. (eds), Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein. London: RoutledgeFalmer ...
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Author: Frances Christie
Publisher: A&C Black
Category: Language Arts & Disciplines
An in-depth exploration of the nature of language, knowledge and pedagogy, providing a progressive analysis of knowledge structures at work in educations institutions.
The research literature is rich in its documentation of how educational policy and practices can create inequitable distribution of knowledge, power, and resources (Apple, 1992; Bernstein, 1W5; Giroux, 1981;1-Iill, 1993; Oakes, 1986; ...
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Author: Catherine E. Walsh
Education Reform and Social Change is about addressing and changing the structures, policies, and practices of schools that differentially advantage white, middle class, native English speakers over students of color for whom English may be a second or additional language. It is also about helping people to think critically about what it is schools do and to consider more democratic, participatory, and equitable approaches. The chapters in the text provide first-hand documentation of the voices, struggles, and visions of students, parent activists, advocates, attorneys, and educators involved in educational and social change processes. It chronicles real-life efforts of people challenging the status quo and working to build a more participatory, equitable, and transformative future. The goal of this book is twofold: first, to consider the structures, policies, and practices that shape and limit educational change, and learning and teaching; and second, to document grassroots collaborative and creative efforts to change them. It offers a critical framework both for conceptualizing and for actualizing educational change. Organized into four sections, this book provides a theoretical and practical framework for thinking about educational reform and social change -- one that moves from the broader structural concerns that are embedded in policy, to case studies that document activism and collaborative efforts to change school, city, and state policies, to classroom-based directions and initiatives, and to the construction of personal and collective visions for a more democratic, equitable, and just education. Each section includes an overview of the chapters, necessary background information to help the reader contextualize what follows, and guiding questions to encourage reflective thought and engagement with the text and to invite personal linkages. Two resource sections are included at the end of the volume: "Radical Educational Reform, Critical Pedagogy, and Multicultural Education: Selected Readings and Resources" and "National Organization Networks and Resources with a Critical Perspective."
Moore, R., Arnot, M., Beck, J. and Daniels, H. (eds) (2006) Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein, London: Routledge. Morais, A. and Neves, I. (2001) 'Pedagogic social contexts: Studies for a ...
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Author: Karl Maton
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.
(2006b), 'Knowledge structures and intellectual fields: Basil Bernstein and the sociology of knowledge', in Moore, R., Arnot, M., Beck, J. and Daniels, H. (eds), Knowledge, Power and Educational Reform: Applying the Sociology of Basil ...
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Author: Leesa Wheelahan
Category: Social Science
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'être 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 Curriculum is 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.
Knowledge, Power and Education Reform: Applying the Sociology of Basil Bernstein. London: Routledge. Pitts, Stephanie E. (2010). Musical Education as a Social Act: Learning from and within Musical Communities.
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Author: Pamela Burnard
The complexity of the various forms of knowledge and practices that are encountered by teachers, university lecturers, teacher trainers, student teachers, policy makers and researchers, demands careful thought and reflection. Professional Knowledge in Music Teacher Education focuses on how knowledge is understood, what theories are held and the related assumptions that are made about teachers and learners, as well as how theory and practice can be understood, with useful and imaginative connections made between the two in music teacher education. Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces. The book demonstrates how research can inform pedagogical approaches in music teacher education; methods, courses and field experiences, and prepare teachers for diverse learners from a range of educational settings. The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.
Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein, London: Routledge. Maton, K. (2014) Knowledge and Knowers: Towards a Realist Sociology of Education, London: Routledge. Maton, K. and Moore, R. (eds.) ...
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Author: Mark Jones
Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding. The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography's identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we link assessment to making progress in geography; the contribution of fieldwork and outdoor experiences; technology and the use of Geographical Information; school geography and employability; understanding the gap between school and university geography; evidence-based practice and research in geography education. The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education. Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UK David Lambert is Professor of Geography Education at UCL Institute of Education, London, UK