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Zusatztext "My final judgment? The book is well timed and a fascinating read that should appeal to those who have a penchant to read perspectives that challenge dominant views. It should be a useful source to policy makers seeking to embrace critical perspectives about issues that are often taken for granted."- Kenneth Dipholo! International Journal of Lifelong Education? Informationen zum Autor Hugh Lauder is Professor of Education and Political Economy at the University of Bath.Michael Young is Professor of Education at the Institute of Education and Visiting Professor at the University of Bath. Harry Daniels is Professor and Head of the Centre for Sociocultural and Activity Theory at the University of Bath.Maria Balarin is Lecturer in Education! University of Bath.John Lowe is Lecturer in Education! University of Bath. Zusammenfassung Leading scholars from the US, the UK, Australia and New Zealand question whether current policies relating to knowledge, learning and assessment are consistent with the kinds of workers and skills required for the knowledge economy? Inhaltsverzeichnis Introduction: 1. Educating for The Knowledge Economy? Critical Perspectives Section I The ‘knowledge economy’ and Education 2. Globalisation, Crisis and the Political Economy of the International Monetary (Dis)Order 3. The Global Auction, Skill Bias Theory and Graduate Incomes: Reflections on Methodology 4. ‘Openness’ and the Global Knowledge Commons: An Emerging Mode of Social Production for Education and Science 5. Learning and Contradiction Across Boundaries Section II: Knowledge and the Economy 6. The Educational Revolution and the Transformation of Work 7. Forms of Knowledge and Curriculum Coherence 8. Education, Globalisation and the ‘voice of knowledge’ 9. The problem with Competency Based Training (and why constructivism makes things worse) Section III: Pedagogy, Assessment, the Demands of the Knowledge Economy and Social Justice? 10. Numbers in Grids of Intelligibility: Making Sense of How Educational Truth is Told 11. Assessing Educational Reform: Accountability, standards and the utility of qualifications 12. School and the Pupils’ Work 13. Social Class and School Knowledge: revisiting the sociology and politics of the curriculum in the 21st century ...
