Social Efficiency and Instrumentalism in Education

Author: James M. Magrini
Publisher: Routledge
ISBN: 1317801024
Format: PDF, Mobi
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Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from philosophy proper (the European phenomenological-hermeneutic tradition) through curriculum studies. It thus presents the "best of both worlds" for the reader; there is a "play" or movement from philosophy proper to educational philosophy and then back again in order to locate and explicate what is intimated, suggested, and in some cases, left "unsaid" by educational philosophers. This amounts to a work on education-philosophy that elucidates, through various permutations within the unique foci of each essay, the general phenomenological theme of the fundamental ontology of the human being as primordial learner. Reflecting his experience as scholar, teacher, and perennial learner, the author suggests how research in phenomenology might prove beneficial to the enhancement of both the theoretical and practical aspects of education; readers are invited to envision education as far more than merely a means by which to organize an effective learning experience in which knowledge is assimilated and skill sets are efficiently imparted, but rather as a holistic and integrated process in which knowing, acting, and valuing are original ways of Being-in-the-world.

Expanding Curriculum Theory

Author: William M. Reynolds
Publisher: Routledge
ISBN: 1134704437
Format: PDF, ePub
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Expanding Curriculum Theory, Second Edition carries through the major focus of the original volume—to reflect on the influence of Deleuze and Guattari’s concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the (il)logic of school policy changes and reforms in the past decade, and the continued explosion of social media and its effect on the collective understanding of how both "knowledge" and "education" work as forms of repression. The introduction updates the text and puts it into current debates in the field and in the larger socio-economic milieu. New dis/positions are presented that explore central questions circulating within and outside curriculum studies. Exciting scholarship on a range of topics includes notions of desire and commodities, youth culture and violence, new directions in curriculum theory, Eco-Ethical consciousness, new Deleuzian views of normality, the diffusion of technology and lines of flight in transnational curriculum inquiry.

Education and Social Dynamics

Author: Arnd-Michael Nohl
Publisher: Routledge
ISBN: 1317448146
Format: PDF
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Education and Social Dynamics offers a new approach to analyzing curriculum change by investigating the entanglement of education and society in markedly heterogeneous Turkey, which has recently witnessed nation-wide curriculum reforms. While the new curriculum has attempted to homogenize all Turkish primary schools since 2005, Nohl and Somel, drawing on a theoretical differentiation of social entities, reveal how subsequent curricular practices have had to account for the diversity of milieus and organizations in the nation’s educational sector, and how inequality and competition run rampant in the standardization efforts. Using expert interviews, group discussions, and other empirical data that compare instructional practices within five distinct schools, the book represents a breakthrough in our understanding of developments in Turkey and their significance for extant theories of curriculum development and reform worldwide. By linking specific case study material from Turkey to intensifying international concerns, it provides an important and relevant global commentary.

Knowledge and Knowers

Author: Karl Maton
Publisher: Routledge
ISBN: 1134019637
Format: PDF, ePub, Docs
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We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.

Bridging Educational Leadership Curriculum Theory and Didaktik

Author: Michael Uljens
Publisher: Springer
ISBN: 3319586505
Format: PDF, ePub, Docs
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This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.

Postphenomenology

Author: Evan Selinger
Publisher: SUNY Press
ISBN: 0791481603
Format: PDF, ePub, Docs
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Critically engages the work of the philosopher Don Ihde.

Key Ideas in Educational Research

Author: David Scott
Publisher: A&C Black
ISBN: 9780826479907
Format: PDF, ePub
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It is easy for newcomers to educational research to be confused by the wide range of terms used in the field and consequently for them to find it challenging to relate such terms to their own research and practice. This comprehensive guide consists of 120 concise but illuminative essays providing: - an explanation and definition of the term - alternative explanations and definitions of the term - the context in which it is used by educational researchers - exemplars as to how the term is used and used be used in practice - references to further literature - cross-references to other terms in the book.

The New Blackwell Companion to Social Theory

Author: Bryan S. Turner
Publisher: John Wiley & Sons
ISBN: 144430500X
Format: PDF, ePub, Mobi
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A comprehensive new collection covering the principal traditions and critical contemporary issues of social theory. Builds on the success of The Blackwell Companion to Social Theory, second edition with substantial revisions, entirely new contributions, and a fresh editorial direction Explores contemporary areas such as actor network theory, social constructionism, human rights and cosmopolitanism Includes chapters on demography, science and technology studies, and genetics and social theory Emphasizes key areas of sociology which have had an important impact in shaping the discipline as a whole

Social Science and Policy Challenges

Author: Georgios Papanagnou
Publisher: UNESCO
ISBN: 9231042262
Format: PDF, Docs
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Producing scientific knowledge that can inform solutions and guide policy-making is one of the most important functions of social science. Nonetheless, if social science is to become more relevant and influential so as to impact on the drawing and execution of policy, certain measures need to be taken to narrow its distance from the policy sphere. This decision is less obvious than it seems. Both research and experience have proved that policy-making is a complex, often sub-rational, interactive process that involves a wide range of actors such as decision makers, bureaucrats, researchers, organized interests, citizen and civil society representatives and research brokers. In addition, social science often needs to defend both its relevance to policy and its own scientific status. Moving away from instrumental visions of the link between social research and policy, this collective volume aims to highlight the more constructed nature of the use of social knowledge.

Phenomenology and Education

Author: Michael M. Kazanjian
Publisher: Rodopi
ISBN: 9789042003309
Format: PDF, Mobi
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Phenomenologists or Continental thinkers argue for the subject-object continuum. For phenomenology, subjectivity isof the object, and object is for the subject. This book applies that continuum to the holistic foundations of work or specialization. The author devotes a chapter to each of eight cultural applications of the subject-object continuum. Chapter One examines the specialist-generalist continuum meaning specialization for general education. That continuum comprises the framework for the remaining seven chapters. Those seven include productionfor community, design for user, automation for user, computingfor society, taxation for society, information for manufacturing, and procedurefor goal. These eight applications constitute the basis for a core curriculum. The core curriculum gives holistic meaning, order, or cosmos to all jobs and to all people. Cosmos is a Greek word meaning humanistic-scientific order, irreducible to physics. The core curriculum is fundamental cosmology. Each of the eight continuities follow in a logical, systematic manner from the analytic-subjective continuum meaning objectfor subjectivity. Phenomenology of education can become the human basis of a promising holistic logic, bringing together analytic and existential themes.