Investigating society: An introduction to sociology

Politics & Social Sciences

Lawton, Denis

Social Sciences

Hodder and Stoughton

Language:Chinese.AN INTRODUCTION TO TEACHING AND LEARNING (STUDIES IN TEACHING & LEARNING) (map)

An Introduction to Teaching and Learning

Education & Teaching

Schools & Teaching

Princeton Book Co Pub

Curriculum Studies and Educational Planning

Social Class Language and Education (International Library of Sociology)

<p>Titles in the Class, Race and Social Structure set of the International Library of Sociology consider every problem of socio-political importance that affected society in the years following the Second World War.</p>

Routledge

In 1997 Tony Blair broke with tradition by naming education as a major priority for the General Election Manifesto. In the past, Labour leaders had tended to give education a much lower priority. Despite this, Blair has been greatly criticised for his educational programme 1997-2001. Was he taking education away from traditional labour values of fairness and equality? Was Blair's 'Third Way' just 'Thatcherism in Trousers'?Denise Lawton approaches such questions by analysing labour education policies since 1900 and shows that from the very beginning the labour Party lacked unity and ideological coherence concerning education. Specifically, there has always been a tension between those like the early Fabians who saw educational reform in terms of economic efficiency, and the ethical socialists whose vision of a more moral society stressed the importance of social justice in education. After an assessment of Labour ideologies in the past, this book concludes with an examination of New Labour and the 'Third Way' in education and suggests some changes that will be necessary in the near future.

Education and Labour Party Ideologies 1900-2001and Beyond (Woburn Education Series)

History

Europe

The Politics of the School Curriculum

If the curriculum can be defined as a ‘selection from the culture of society’, the central question then becomes ‘who selects’. This volume answers this question, reviewing various aspects of the curriculum and its planning. For many years the control of the curriculum was uncontroversial. In the 1970s this situation changed: teachers were increasingly criticised for having too much power; the Department of Education was suspected of wanting more control and local education authorities felt they should be more involved in curriculum planning. In reviewing some of the reasons for these conflicting pressures, two central themes emerge: first, the change from a partnership model of control to a complex system of accountability; and second the fact that these and many other changes which occur tend to be brought about as a result of secret decisions and central manipulation rather than through open negotiation. Among the areas covered are the changing position of teachers and the Department of Education, the influence of examinations on the curriculum, and some political aspects of curriculum evaluation and the different models used.

Reference

Theory and Practice of Curriculum Studies

This book deals with curriculum issues and problems, and one of its aims is to help practising teachers to clarify their own theory and practice in relation to the curriculum. The contributors look at three popular theories or sets of assumptions held by teachers: the child-centred view of education; the subject-centred or knowledge-centred view; and the society-centred view. Each of these views is incomplete on its own, but each has something to contribute in planning a curriculum as a whole, and the authors emphasize that a comprehensive theory of curriculum planning would take into account the individual nature of the pupil and also recognize the social value of education. This kind of comprehensive curriculum planning has been described as the situation-centred curriculum, based on the idea that schools should be concerned with preparing the young for the world as it will be when they leave school. One of the purposes of education is to develop a child’s autonomy; he or she must learn to cope with the variety of situations which will face him or her in society. Thus many different approaches must be employed in establishing a basis for the complex task of curriculum planning. The book draws on the disciplines of philosophy, psychology, history and sociology to suggest new approaches to curriculum objectives and evaluation. It considers the theoretical bases of curriculum models, practical issues of planning, evaluation and pedagogy and discusses some urgent contemporary questions about the politics and control of the curriculum.

The politics of the school curriculum (Routledge education books)

Routledge& Kegan Paul

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