Knowledge, Values and Educational Policy: A Critical Perspective

by Daniels; Harry

• ISBN13: 9780415491198
• ISBN10: 0415491193
• Edition: 1st
• Format: Hardcover
• Copyright: 2009-04-28
• Publisher: Routledge

Summary

Education poses some of the most challenging questions of any profession. Whether we are teachers, policy-makers or researchers, the complexity of the practices and policies that we encounter demand careful thought and reflection. The Critical Perspectives on Education series includes volumes designed to provoke the kind of thinking that will lead readers to re-evaluate their practices and consider how best they can be justified and improved.

Author Biography

Harry Daniels is Professor of Education: Culture and Pedagogy, Head of the Learning as Cultural and Social Practice Research Programme, and Director of the Centre for Sociocultural and Activity Theory Research at the University of Bath, UK. Hugh Lauder is Professor of Education and Political Economy, and Head of the Policy and Management Research Group at the University of Bath, UK. Jill Porter is Senior Lecturer in Research Methods and Special Education at the University of Bath, UK.

Table of Contents

List of contributors	p. viii
Acknowledgements	p. x
Introduction: from Plato to Monday morning	p. 1
Knowledge for teaching and learning	p. 7
Introduction	p. 7
What are schools for?	p. 10
The school curriculum, theories of reproduction and necessary knowledge	p. 19
The influence of constructivism on teaching and learning in classrooms	p. 29
The double move in teaching: developmental learning	p. 44
Learning across boundaries	p. 63
Introduction	p. 63
Transfer of knowledge between education and workplace settings	p. 65
Learning in and for multiagency working	p. 85
Expansive learning in and for work	p. 95
Diversity and equity	p. 111
Introduction	p. 111
Cultural ways of learning	p. 114
Equity and social justice discourses in education	p. 126
Gender theory and research in education	p. 138
Symptoms, categories, and the process of invoking labels	p. 153
Inclusive pedagogy	p. 173
Disability: a complex interaction	p. 184
Policy and governance	p. 199
Introduction	p. 199
Realising the potential of system reform	p. 202
Using assessment in education reform: policy, practice and future possibilities	p. 218
Why do some policies not work in schools?	p. 237
School as imagined community in discursive space: a perspective on the school effectiveness debate	p. 253
Deploying theory	p. 261
Introduction	p. 261
How do secondary school subject departments contribute to the learning of beginning teachers?	p. 263
Developing pedagogy for doctors-as-teachers: the role of activity theory	p. 273
Teacher/researcher: an unsustainable identity	p. 282
Using theory in social research: reflections on a doctoral study	p. 295
Index	p. 301
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