Knowledge, Values and Educational Policy: A Critical Perspective

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2009-04-28
  • Publisher: Routledge

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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 contributorsp. viii
Acknowledgementsp. x
Introduction: from Plato to Monday morningp. 1
Knowledge for teaching and learningp. 7
Introductionp. 7
What are schools for?p. 10
The school curriculum, theories of reproduction and necessary knowledgep. 19
The influence of constructivism on teaching and learning in classroomsp. 29
The double move in teaching: developmental learningp. 44
Learning across boundariesp. 63
Introductionp. 63
Transfer of knowledge between education and workplace settingsp. 65
Learning in and for multiagency workingp. 85
Expansive learning in and for workp. 95
Diversity and equityp. 111
Introductionp. 111
Cultural ways of learningp. 114
Equity and social justice discourses in educationp. 126
Gender theory and research in educationp. 138
Symptoms, categories, and the process of invoking labelsp. 153
Inclusive pedagogyp. 173
Disability: a complex interactionp. 184
Policy and governancep. 199
Introductionp. 199
Realising the potential of system reformp. 202
Using assessment in education reform: policy, practice and future possibilitiesp. 218
Why do some policies not work in schools?p. 237
School as imagined community in discursive space: a perspective on the school effectiveness debatep. 253
Deploying theoryp. 261
Introductionp. 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 theoryp. 273
Teacher/researcher: an unsustainable identityp. 282
Using theory in social research: reflections on a doctoral studyp. 295
Indexp. 301
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