Contributors Acknowledgements Introduction: Coalitions of the Mind Chapter 1: Reconceptualizing Knowledge and the Curriculum in the Sociology of Education Rob Moore and Michael Young Chapter 2: Analyzing Knowledge Claims and Practices: Languages of Legitimation Karl Maton Chapter 3: ‘Voice Discourse' and the Problem of Knowledge and Identity Rob Moore and Johan Muller Chapter 4: Promoting Official Pedagogic Identities: The Sacred and the Profane John Beck Chapter 5: Competency-based Training, Powerful Knowledge and the Working Class Leesa Wheelahan Chapter 6: Knowledge and Truth in the Sociology of Education Michael Young and Johan Muller Chapter 7: Knowledge Structures and the Canon: A Preference for Judgements Rob Moore Chapter 8: Canons and Progress in the Arts and Humanities: Knowers and Gazes Karl Maton References
This key monograph is both timely and important in bringing together seminal papers in the emergence of an increasingly influential school of thought in the study of knowledge and education.
Karl Maton is Senior Lecturer in Sociology at the Faculty of Arts, University of Sydney, Australia. Rob Moore is Senior Lecturer in Sociology of Education in the Faculty of Education, Fellow of Homerton College, and College Reader in Sociology of Education at the University of Cambridge, UK.
'The centrality of knowledge to the sociology of education may seem
obvious, but its importance has been neglected for the best part of
thirty years. This book makes a persuasive case for reinstating
knowledge at the heart of our field.' Geoff Whitty, Director of the
Institute of Education and Professor of Education, University
of London, UK
'This book advances debates in education about the nature of
knowledge and the curriculum consolidating the position of social
realism. A developed social realism has been a long time in the
making but now must count as the most powerful critique of
relativism and social constructionism in the field: its arguments
cannot be ignored.' Hugh Lauder, Professor of Education and
Political Economy, University of Bath, UK
‘Social Realism, Knowledge and the Sociology of
Education offers debates about schooling, teacher training,
and educational equity beyond post theories such as
post-structuralism and post-modernism. Such theoretical work is
crucial to current educational debates across the globe.' Parlo
Singh, Professor of Education and Dean of the Graduate
Research School, Griffith University, Australia
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