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Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest. This is a concern to explore the ways in which notions of the relations between theory and practice, between belief and action, can be used to develop three kinds of sensitivity in the sociology of education. A sensitivity towards how school systems are created, maintained and made to function; towards developing a more refined, critical and constructive awareness of the reliability and validity of descriptions, analyses and explanations offered in this field of study; and a sensitivity towards the ways in which changes take place within the education system and how the insights and realisations generated in the discipline might be used to control such occurrences.
List of contents
Chapter 1 Introduction, Len Barton, Roland Meighan, Stephen Walker; Chapter 2 Curricular Form and the Logic of Technical Control, Michael Apple; Chapter 3 Schooling and the Reproduction of Class and Gender Relations, Madeleine MacDonald; Chapter 4 Contradiction and Reproduction in Educational Theory, Herbert Gintis, Samuel Bowles; Chapter 5 Schooling for Change, Tony Edwards; Chapter 6 The Limits of Curricular Experience, P. W. Musgrave; Chapter 7 Contradiction and Change in Educational Practices, Janet Strivens; Chapter 8 Teacher Ideologies and Pupil Disaffection, Rosemary Chessum; Chapter 9 Locations of Learning and Ideologies of Education, Roland Meighan, Christine Brown; Chapter 10 Curricula are Social Processes, Gary Easthope; Chapter 11 Towards a New Socialist Sociology of Education, David Reynolds, Michael Sullivan;
About the author
Len Barton, Roland Meighan, Stephen Walker
