Buch, Englisch, 214 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 336 g
From the 'New Sociology of Education' to a Critical Theory of Learning
Buch, Englisch, 214 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 336 g
ISBN: 978-0-7507-0788-6
Verlag: Routledge
In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.
Autoren/Hrsg.
Weitere Infos & Material
Introduction Section 1 Constructing and Reconstructing a Sociology of the Curriculum Chapter 1 The Curriculum as Socially Organized Knowledge Chapter 2 Curriculum Change: Limits and Possibilities Chapter 3 The Curriculum and the ‘New Sociology of Education’ Section 2 Academic/Vocational Divisions in the Curriculum of the Future Chapter 4 Bridging Academic/Vocational Divisions in the 14–19, Curriculum: A New Perspective on Linking Education and Work Chapter 5 The Economic Basis for the Curriculum for the 21st Century Chapter 6 Modularization as a Strategy for Unifying the Post-compulsory Curriculum Chapter 7 Integrating Personal and Social Education into the 14–19 Curriculum Chapter 8 Qualifications for a Learning Society: Building on the Dearing Review Chapter 9 Beyond A-Levels: Towards an Advanced Level Curriculum of the Future Section 3 Knowledge, Learning and Curriculum in a Learning Society, The Curriculum of the Future Chapter 10 Post-compulsory Education in a Learning Society Chapter 11 Towards a New Curriculum for Teacher Education Chapter 12 From the ‘New Sociology of Education’ to a Critical Theory of Learning
