Social Theory and Education Research

Four-Volume Set Auflage
ISBN: 978-1-4462-5312-0
Verlag: Sage Publications

Buch, Englisch, 1496 Seiten, Format (B × H): 178 mm x 249 mm, Gewicht: 2948 g

Reihe: SAGE Library of Educational Thought & Practice

This exciting new major work turns the spotlight on social theory and education research, taking a look at key thinkers and setting out the relevance of their ideas to education. Esteemed editor Mark Murphy provides a keen-eyed overview of the theories of Derrida, Bourdieu, Foucault and Habermas, in relation to four key education issues:

- inequality, inclusion and education
- identities: Notions of educational selves and subjectivities
- teaching and learning: curricular and pedagogical practice
- governance and management: Performativity, audit cultures and accountability

While the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The main purpose of this collection, via an introductory contextualising chapter, is to provide a work that is both advanced and accessible, which will offer the education practitioner or researcher a suitable guide to assist their acquisition and application of social theory, and to develop the capacity of post-graduate student teachers to engage with these debates at an advanced level.

Find out more about the author at this website:

http:/www.socialtheoryapplied.com/

Autoren/Hrsg.

Murphy, Mark

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziale Ungleichheit, Armut, Rassismus
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Gesellschaftstheorie

Inhaltsverzeichnis

VOLUME ONE
Introduction: Between Power and Knowledge: Using Social Theory in Education Research - Mark Murphy

Knowledge Exchange with Sistema Scotland - Julie Allan et al
'Classification' and 'Judgement' - Stephen Ball et al
Social Class and the 'Cognitive Structures' of Choice of Higher Education
Cultural Capital, Ambition and the Explanation of Inequalities in Learning Outcomes - Carlo Barone

A Comparative Analysis
'Problematizing' Inclusion - Patty Douglas

Education and the Question of Autism

Does Cultural Capital Really Affect Academic Achievement? New Evidence from Combined Sibling and Panel Data - Mads Meier Jæger

Unequal Power Relations and Inclusive Education Policy-Making - Anastasia Liasidou

A Discursive-Analytic Approach
Choice Paths in the Swedish Upper Secondary Education - Stefan Lund

A Critical Discourse Analysis of Recent Reforms

Playing the Game - Kym Macfarlane

Examining Parental Engagement in Schooling in Post-Millennial Queensland

Between Common and College Knowledge - Mark Murphy and Ted Fleming

Exploring the Boundaries between Adult and Higher Education

Fields and Institutional Strategy - Rajani Naidoo

Bourdieu on the Relationship between Higher Education, Inequality and Society

Storming Parents, Schools and Communicative Inaction - Stewart Ranson, Jane Martin and Carol Vincent

Education for Everyone - Palle Rasmussen

Secondary Education and Social Inclusion in Denmark
'It's All Becoming a Habitus' - Diane Reay

Beyond the Habitual Use of Habitus in Educational Research

A Habermasian Analysis of a Process of Recognition of Prior Learning for Health-Care Assistants - Fredrik Sandberg

Family Capital and the Invisible Transfer of Privilege - Teresa Toguchi Swartz

Intergenerational Support and Social Class in Early Adulthood

Cultural Capital and Family Involvement in Children's Education - Loizos Symeou

Tales from Two Primary Schools in Cyprus

Cultural Capital or Relative Risk Aversion? Two Mechanisms for Educational Inequality Compared - Herman van de Werfhorst and Saskia Hofstede

Elite Higher Education Admissions in the Arts and Sciences - Anna Zimdars, Alice Sullivan and Anthony Heath

Is Cultural Capital the Key?

VOLUME TWO

Assessment in Educational Practice - Dennis Atkinson

Forming Pedagogized Identities in the Art Curriculum

Self, Others and Society - Alan Booth, Monica McLean and Melanie Walker

A Case Study of University Integrative Learning

Teachers in the School House Panopticon - Mary Bushnell

Complicity and Resistance
Symbolic Violence and the Neighbourhood - Paul Connelly and Julie Healy

The Educational Aspirations of 7-8 Year-Old Working-Class Girls

Confession, In-Service Training and Reflective Practices - Andreas Fejes

Muscularity, the Habitus and the Social Construction of Gender - Trish Gorely, Rachel Holroyd and David Kirk

Towards a Gender-Relevant Physical Education

Neo-Liberalism, Lifelong Learning and the Homeplace - Patricia Gouthro

Problematizing the Boundaries of 'Public' and 'Private' to Explore Women's Learning Experiences
The Provocation of Plaiting Palm Leaves - Jens Henrik Haahr

Habermas, Foucault and Media Presentations of Education in Danish Television

Theatre of the Self - Rachel Holmes

Autobiography as Performance

N? W?hine Mana: A Post-Colonial Reading of Classroom Discourse on the Imperial Rescue of Oppressed Hawaiian Women - Julie Kaomea

Representational and Territorial Economies in Global Citizenship Education - Elisabet Langmann

Welcoming the Other at the Limit of Cosmopolitan Hospitality

Higher Education, Pedagogy and the 'Customerization' of Teaching and Learning - Kevin Love

Lifeworld or Systemsworld - Sarah Nelson, Maria de la Colina and Michael Boone

What Guides Novice Principals?

Doing De

Über Autor(innen)

Murphy, Mark
Mark Murphy has worked at King's College London since May 2011 as a Lecturer in higher education. He has held previous posts at the University of Chester, where he was Programme Leader for education studies in the Faculty of Education and Children's Services, and as a Lecturer in education and Programme Director of a post-compulsory teacher training programme at the University of Stirling. Mark is an active researcher in the fields of education and public policy. Current areas of research interests, as reflected in his various publications, include accountability in education, educational sociology and social theory, the politics of public sector reform, the critical theory of J rgen Habermas and Axel Honneth, political economy, lifelong learning and EU social policy.