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Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education 1st Edition by Michael Young, Michael F D Young ISBN 0415321212 9780415321211

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Bringing Knowledge Back In Theoretical and Applied Studies in Sociology of Education 1st Edition Michael Young Digital Instant Download

Author(s): Michael Young, Michael F. D. Young
ISBN(s): 9780415321211, 0415321212
Edition: 1
File Details: PDF, 1.30 MB
Year: 2004
Language: english
SKU: EB-1856912 Category: Tags: ,

Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education 1st Edition by Michael Young, Michael F D Young – Ebook PDF Instant Download/Delivery: 0415321212, 9780415321211
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ISBN 10: 0415321212
ISBN 13: 9780415321211
Author: Michael Young, Michael F D Young

‘This book tackles some of the most important educational questions of the day… It is rare to find a book on education which is theoretically sophisticated and practically relevant: this book is.’ From the Foreword by Hugh Lauder What is it in the twenty-first century that we want young people, and adults returning to study, to know? What is it about the kind of knowledge that people can acquire at school, college or university that distinguishes it from the knowledge that people acquire in their everyday lives everyday lives, at work, and in their families? Bringing Knowledge Back In draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earlier books Knowledge and Control and The Curriculum of the Future. He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein’s often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields. He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments. In so doing, the book: provides conceptual tools for people to think and debate about knowledge and education in new ways provides clear expositions of difficult ideas at the interface of epistemology and the sociology of knowledge makes explicit links between theoretical issues and practical /policy questions offers a clear focus for the future development of the sociology of education as a key field within educational studies. This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.

Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education 1st Table of contents:

Part 1 Theoretical issues
1 Rescuing the sociology of educational knowledge from the extremes of voice discourse
Introduction
Moore and Muller’s arguments against ‘voice discourses’
Beyond the extremes of ‘voice discourses’ and a-social realism
Towards an alternative
Implications
Conclusions
2 Knowledge and the curriculum in the sociology of education
Introduction
The policy debate
The problems with postmodernist critiques of knowledge
The epistemological dilemma
The educational dilemma
Towards a social realist approach to knowledge
The curriculum implications of a social realist approach to knowledge
Conclusions
3 Durkheim, Vygotsky and the curriculum of the future
Introduction
Durkheim, knowledge and the curriculum
The social origins of knowledge and thought in Vygotsky and Durkheim
Locating Vygotsky’s distinction between scientific and everyday concepts
Vygotsky’s scientific and everyday concepts: differences, relationships and interpretations
Vygotksy’s scientific and everyday concepts within the framework of dialectic logic
Knowledge as a distinctive category: Durkheim’s social realist approach
Conclusions
4 ‘Structure’ and ‘activity’ in Durkheim’s and Vygotsky’s theories of knowledge
Introduction
Durkheim’s theory of knowledge
Vygotsky’s theory of knowledge
Further aspects of the differences between Durkheim and Vygotsky
Post-Durkheimian approaches to knowledge
Post-Vygotskian developments
Conclusions
5 Curriculum studies and the problem of knowledge
Introduction
Concepts of knowledge and the 14–19 curriculum
Insularity and hybridity in the curriculum
An alternative approach to the curriculum
The ‘curriculum of the past’ and the ‘curriculum of the future’: a critique
Conclusions
6 Education, knowledge and the role of the state
Introduction
Theoretical background
Two contemporary fallacies
The role of academic disciplines in educational research
The crisis in the professions
Reforming the 14–19 curriculum
Implications: the nationalization of educational knowledge?
The state and knowledge: Michael Polanyi’s The Republic of Science
7 Rethinking the relationship between the sociology of education and educational policy
Introduction
Key issues in the sociology of education in South Africa after 1990
Educational reform and economic change
Conflating political and educational discourses
Social constructivist views of knowledge and the curriculum
The role of qualifications in educational reform
Political culture and educational reform
Past practice, policies and institutions
Educational policies and social theories in South Africa: the changing context
The 1980s: sociology as critique
1990–1994: sociology as visioning
1994–1996: sociology and policy reconstruction
1996 and after: sociology and policy implementation
Sociology of education and education policy in the UK since the 1960s
Discussion
Conclusions
Part 2 Applied studies
8 Contrasting approaches to qualifications and their role in educational reform
Introduction
Emerging trends and issues in qualification reform
Qualification reforms: the context
Why qualifications?
Why an outcomes-based qualification framework?
The typology: outcomes-based and institution-based approaches to qualifications
Outcomes-based approaches
Institutional approaches
Discussion
Intrinsic and institutional logics of outcomes-based frameworks: a reassessment
Macro aspects
Micro aspects
Conclusions
9 Conceptualizing vocational knowledge
Introduction
Knowledge and the vocational curriculum: three approaches
VET reforms and concepts of vocational knowledge
Sociology and vocational knowledge
Durkheim’s social realist approach
Bernstein’s vertical and horizontal knowledge structures
Conclusions
10 Professional knowledge and the question of identity: an analytical framework
Introduction
Knowledge relations, singulars and identity
From singulars to regions
The emergence of genericism
Conclusions
11 Academic/vocational divisions in post-compulsory education and the problem of knowledge
Introduction
Post-16 education policy in England since the 1990s
The economic basis of unification
The political support for unification
The societal basis of a unified curriculum
The sociology of education and the problem of knowledge
Social realist approaches to the curriculum
Bernstein and the post-16 curriculum
Social realist theory and the unification debate in post-16 education
Implications for the vocational curriculum
Conclusions
12 Further education and training (FET) college teachers in South Africa and England
Introduction
The new FET college curriculum
The professional development of FET college teachers: a history of neglect1
Reasserting the ‘vocational education’ role of FET colleges
Models for the professional education of FET college lecturers
The National Institute model
The college-based model
The university-based model
The university/college partnership model
Options for the professional development of FET college teachers in South Africa
Conclusions
13 Experience as knowledge?
Introduction
RPL and knowledge
RPL and specialization
RPL and politics
RPL and qualifications
Conclusions
14 The knowledge question and the future of education in South Africa
Introduction
Conclusions
Part 3 Next steps
15 Truth and truthfulness in the sociology of educational knowledge
Introduction
Social constructivism in the sociology of education: what went wrong?
From social constructivism to social realism: some lessons from Durkheim
Bernstein’s typology of vertical and horizontal knowledges
Towards a logic of the social and human sciences
Conclusions: the sociology of knowledge in educational studies

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Tags: Michael Young, Michael F D Young, Knowledge, Social Constructivism, Sociology