Education - An Anatomy of the Discipline focuses on the development of the discipline of education, how it is understood and practised in contemporary universities, and the potential threats to its future.
Education - An Anatomy of the Discipline focuses on the development of the discipline of education, how it is understood and practised in contemporary universities, and the potential threats to its future.
First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference.
First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference.
The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning.
The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning.
Chicanas/os are part of the youngest, largest, and fastest growing racial/ethnic 'minority' population in the United States, yet at every schooling level, they suffer the lowest educational outcomes of any racial/ethnic group.
Chicanas/os are part of the youngest, largest, and fastest growing racial/ethnic 'minority' population in the United States, yet at every schooling level, they suffer the lowest educational outcomes of any racial/ethnic group.
As this book documents local, specific, and contextualized acts of resistance and offers a detailed analysis of varied forms of public literacies, it functions as a template to inform and inspire resistant practices in diverse communities.
As this book documents local, specific, and contextualized acts of resistance and offers a detailed analysis of varied forms of public literacies, it functions as a template to inform and inspire resistant practices in diverse communities.
This book focuses on the questions of: why do some economically disadvantaged nations develop significantly faster than others, and what roles do their educational systems play?
How can discerning critical hope enable us to develop innovative forms of teaching, learning and social practices that begin to address issues of marginalization, privilege and access across different contexts?
How can discerning critical hope enable us to develop innovative forms of teaching, learning and social practices that begin to address issues of marginalization, privilege and access across different contexts?
The authors argue that the most influential and well-known educational policy programs in the past 30 years are not based on democratic consensus, but are instead formulated by the political community as symbolic efforts meant to generate personal partisan gain.
The authors argue that the most influential and well-known educational policy programs in the past 30 years are not based on democratic consensus, but are instead formulated by the political community as symbolic efforts meant to generate personal partisan gain.
Noted scholar Pauline Lipman explores the implications of education accountability reforms, particularly in urban schools, in the current political, economic, and cultural context of intensifying globalization and increasing social inequality and marginalization along lines of race and class.
Noted scholar Pauline Lipman explores the implications of education accountability reforms, particularly in urban schools, in the current political, economic, and cultural context of intensifying globalization and increasing social inequality and marginalization along lines of race and class.
Despite the intense political attention that has been focused on accountability, on standardized testing, and on the equity effects of both accountability and testing, the great majority of recent debate in education policy circles has failed to attend to either the dynamism or complexity of these issues and has, instead, been carried out in a dualistic, good versus evil, fashion.
Despite the intense political attention that has been focused on accountability, on standardized testing, and on the equity effects of both accountability and testing, the great majority of recent debate in education policy circles has failed to attend to either the dynamism or complexity of these issues and has, instead, been carried out in a dualistic, good versus evil, fashion.
Learning to Labor in New Times foregrounds nine essays which re-examine the work of noted sociologist Paul Willis, 25 years after the publication of his seminal Learning to Labor, one of the most frequently cited and assigned texts in the cultural studies and social foundations of education.
Learning to Labor in New Times foregrounds nine essays which re-examine the work of noted sociologist Paul Willis, 25 years after the publication of his seminal Learning to Labor, one of the most frequently cited and assigned texts in the cultural studies and social foundations of education.
Griffith and Smith explore the innumerable, hidden, seemingly mundane tasks like getting kids ready for school, helping with homework, or serving on the PTA can all have profound effects on what occurs within school.
Griffith and Smith explore the innumerable, hidden, seemingly mundane tasks like getting kids ready for school, helping with homework, or serving on the PTA can all have profound effects on what occurs within school.
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation.
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation.
This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools.
This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools.
Culturally Contested Literacies is a vivid ethnographic account of the everyday cross-cultural living and schooling experiences of six culturally-diverse families in urban America.
Culturally Contested Literacies is a vivid ethnographic account of the everyday cross-cultural living and schooling experiences of six culturally-diverse families in urban America.
