Class Culture And The Curriculum
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📒Class Culture And The Curriculum ✍ Denis Lawton
✏Class Culture and the Curriculum Book Summary : It is often argued that education is concerned with the transmission of middle-class values and that this explains the relative educational failure of the working class. Consequently, distinctive culture needs a different kind of education. This volume examines this claim and the wider question of culture in British society. It analyses cultural differences from a social historical viewpoint and considers the views of those applying the sociology of knowledge to educational problems. The author recognizes the pervasive sub-cultural differences in British society but maintains that education should ideally transmit knowledge which is relatively class-free. Curriculum is defined as a selection from the culture of a society and this selection should be appropriate for all children. The proposed solution is a common culture curriculum and the author discusses three schools which are attempting to put the theory of such curriculum into practice. This study is an incisive analysis of the relationships between class, education and culture and also a clear exposition of the issues and pressures in developing a common culture curriculum.
📒Class Culture And Curriculum ✍ Lawrence Angus
✏Class Culture and Curriculum Book Summary : This monograph presents a fictionalized case study of a real Catholic school in Australian society, Christian Brothers College (C.B.C.), which illustrates the manner in which "forces" for both continuity and change are negotiated at C.B.C. After a brief introduction, the volume opens with four thematic papers by separate authors, followed by an extensive ethnographic study of the C.B.C. situation. The four papers are as follows: (1) "Christian Brothers College: A View from Overseas," by Louis M. Smith; (2) "Continuity and Change in the Brothers' Educational Mission," by Lawrence Angus; (3) "Cultural Reproduction of the Labor Market: Work Experience at C.B.C.," by Peter Watkins; and (4) "Reproduction and Contestation: Class, Religion, Gender, and Control at Christian Brothers College," by Richard J. Bates. The subsequent ethnographic study first identifies three main themes: C.B.C. and religious education; administration, authority relations, and pupil control; and education and social mobility. Subsequent topics, analyzed in depth, include reproduction and transformation at C.B.C., social mobility, C.B.C. schooling and access to the job market, C.B.C. and the competitive academic curriculum, the hegemonic curriculum and cultural politics, individual autonomy within institutional control, authority and autonomy at C.B.C., and confronting the future. An annotated bibliography is included. (TE)
📒Class Culture And Education Rle Edu L ✍ Harold Entwistle
✏Class Culture and Education RLE Edu L Book Summary : This book examines the concepts of equality, class, culture, work and leisure and explores their interrelationship through the discussion of some current problems, especially the problems posed for schools for the ‘culturally deprived.’ The debate about differential provision of schooling for different social groups is taken up through examination of the assumption that schools are middle-class institutions, and the claims and counter claims about the possibility of there being a common culture as the basis for a common curriculum in comprehensive schools. The concept of culture and, especially the meaning of working-class culture receives examination in this context as well as the thesis that any sub-culture constitutes an adequate or valid way of life.
📒Classroom Culture And Dynamics ✍ Earl P. Velliotis
✏Classroom Culture and Dynamics Book Summary : The classroom is the primary laboratory for educational development and its culture and dynamics are of no small importance. This new book presents carefully selected global analyses of important issues in classroom development from emotional intelligence to information technology to presentation of learning styles and strategies and psychological motivation.
📒Schooling Ideology And The Curriculum Rle Edu L ✍ Len Barton
✏Schooling Ideology and the Curriculum RLE Edu L Book Summary : Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest. This is a concern to explore the ways in which notions of the relations between theory and practice, between belief and action, can be used to develop three kinds of sensitivity in the sociology of education. A sensitivity towards how school systems are created, maintained and made to function; towards developing a more refined, critical and constructive awareness of the reliability and validity of descriptions, analyses and explanations offered in this field of study; and a sensitivity towards the ways in which changes take place within the education system and how the insights and realisations generated in the discipline might be used to control such occurrences.
📒Culture Curriculum And Identity In Education ✍ H. Milner
✏Culture Curriculum and Identity in Education Book Summary : This book analyzes equity and diversity in schools and teacher education. Within this broad and necessary context, the book raises some critical issues not previously explored in many multicultural and urban education texts.
📒Ideology Culture And The Process Of Schooling ✍ Henry A. Giroux
✏Ideology Culture and the Process of Schooling Book Summary : This book lays bare the ideological and political character of the positivist rationality that has been the primary theoretical underpinning of educational research in the United States. These assumptions have expressed themselves in the form and content of curriculum, classroom social relations, classroom cultural artifacts, and the experiences and beliefs of teachers and students. Have existing radical critiques provided the theoretical building blocks for a new theory of pedagogy? The author attempts to move beyond the abstract, negative characteristics of many radical critiques, which are often based on false dualisms that fail to link structure and intentionally, content and process, ideology and hegemony, etc. He also is critical of the over-determined models of socialization and the abstract celebration of subjectivity that underlies much of the false utopianism of many radical perspectives. Professor Giroux begins to lay the theoretical groundwork for developing a radical pedagogy that connects critical theory with the need for social action in the interest of individual freedom and social reconstruction. Author note: Henry A. Giroux is Assistant Professor of Education at Boston University. He is the co-editor of Curriculum and Instruction: Alternatives in Education and The Hidden Curriculum and Moral Education.
📒Curriculum Construction And Critique ✍ Prof Alistair Ross
✏Curriculum Construction and Critique Book Summary : Although curriculum is central to the schooling process, debates about it are rarely well informed. Over the past ten years there has been a dearth of books that have informed the debate by examining curriculum in a broader context, beyond the National Curriculum. Ross, in this refreshing re-examination of the area, opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.
📒Curriculum And Culture Rle Education ✍ Leslie Claydon
✏Curriculum and Culture RLE Education Book Summary : This book demonstrates how it is possible to value, respect and utilise cultural diversity and yet achieve a ‘good education’ for all. The authors contend that few issues in education can be examined in isolation from the world outside. This must surely apply to the question of cultural, social and economic differences among children, and this book continually emphasises the importance of a healthy social climate as well as mastery of language, literacy and numeracy. The book examines different teaching procedures and advises on curriculum construction and content, especially the relationships between the teaching and learning of language and teaching and learning in a language. In short, the authors have examined the why, the what and the how of schooling to accommodate educational diversity and have suggested an approach that is constructive and stimulating rather than simply therapeutic.
📒Curriculum Theory ✍ Michael Schiro
✏Curriculum Theory Book Summary : Curriculum Theory: Conflicting Visions and Enduring Concerns examines the actual curriculum and instructional beliefs that influence the construction, teaching, and administration of curriculum in American schools. It describes and analyzes four educational visions that have influenced, and continue to influence, American schools and educators. The authors also describe the effects that these competing visions can have on the professional lives of educators over the span of their careers. This provides readers with a sympathetic understanding of the four conflicting visions of curriculum that will enable them to both reflect on their own educational beliefs and allow them to more productively interact with educators who might hold different beliefs. Key Features: o Presents readers with a clear, sympathetic, and unbiased perspective on the major curriculum philosophies (ideologies, viewpoints, or visions for schooling) that have exerted influence on American educators and schooling over the last century o Stimulates readers to better understand their own beliefs while also providing them an understanding of the range of alternate ways of thinking about the fundamental goals of education o Helps educators to more effectively clarify and shape their own curriculum goals, as well as empower them to realize their goals as educators o Enables readers to more easily accept changes in their own evolving curricular beliefs and pursue new curricular initiatives.