Sociology and School Knowledge: Curriculum Theory, Research, and Politics
This book looks at the ways the theoretical orientation of radical sociology of knowledge has led to its marginalization within the larger educational world. Ladwig outlines a new agenda for constructing an alternative school.
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abstentionism academic amongst analysis approach argued argument articulated assessment attempt Britain British capital capitalist chapter classroom concept concerned conjuncture contemporary context critical CSE boards cultural curricular curriculum studies Debate dominant economic educational system effects emphasis empirical English educational system examination boards explore GCE boards groups hegemonic hidden curriculum ideological practice implications industrial trainers initiatives interests involved issues labour movement Labour Party Lawton Marxist Michael Young Mode nature needs neo-Marxism neo-Marxist old humanist Ozolins particular pedagogical perspectives policy and practice political and ideological possibilities potential production professional programme pupils radical radical teachers recognize reform relationship relevance reproduction Rhodes Boyson role school curriculum school knowledge seems seen significant Sir Keith Joseph social justice social relations social studies movement socialist society sociologists sociology of education sort strategies structure struggles suggested syllabuses teachers teaching profession theoretical theory traditional transformation Whitty working-class writers Young