Sociology and School Knowledge: Curriculum Theory, Research, and Politics

Sociology and School Knowledge: Curriculum Theory, Research, and Politics

Sociology and School Knowledge: Curriculum Theory, Research, and Politics

Sociology and School Knowledge: Curriculum Theory, Research, and Politics

Excerpt

I am grateful to Basil Bernstein, Brian Davies and Michael Young for first alerting me to the possibilities inherent in a sociological approach to the school curriculum in lectures they gave at the University of London Institute of Education in the late 1960s and early 1970s. I should also like to thank John Eggleston for first suggesting that I should write this book back in 1978. I will always be indebted to my various collaborators over the years, namely Michael Young, Denis Gleeson, Madeleine Arnot and Richard Bowe, who will no doubt recognize their parts in the genesis and development of many of the ideas expressed in this book. Similarly, my conversations and correspondence with Jean Anyon, Michael Apple, John Beck, Bob Connell, James Donald, Henry Giroux, Andy Hargreaves, Richard Smith and Valerie Walkerdine have been especially helpful to me. However, for the ways in which their contributions have been put to use in this particular volume, I must assume full responsibility. My greatest debt is to my colleagues and students at the University of Bath, the University of Wisconsin-Madison and the University of London who, sometimes consciously, often unconsciously, have helped me to clarify my academic and political priorities. Finally, I would like to thank Marilyn Toft for helping me with the preparation of the manuscript and for so cheerfully accepting the fact that living with me has also involved living with this project.

Acknowledgement is due to Falmer Press, Croom Helm, the Open University Press and Pluto Press for permission to use material that has appeared in different form in various of their publications. It has been substantially revised before inclusion here.

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