1st Edition

Educating for the Knowledge Economy? Critical Perspectives

    264 Pages 8 B/W Illustrations
    by Routledge

    264 Pages 8 B/W Illustrations
    by Routledge

    The promise, embraced by governments around the world, is that the knowledge economy will provide knowledge workers with a degree of autonomy and permission to think which enables them to be creative and to attract high incomes. What credence should we give to this promise?

    The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy makers’ rhetoric, the relationship between the two sectors is not straightforward. An unorthodox account of the knowledge economy and economic globalisation suggests that autonomy in the workplace and permission to think will be only given to the elite. In this view many aspirant well-educated middle-class young workers are doomed to disappointment.

    In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct, are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy?

    Educating for the Knowledge Economy? will appeal to academics, policy makers, teachers and students interested in the central role of education in the knowledge economy.

    Introduction: 1. Educating for The Knowledge Economy? Critical Perspectives Hugh Lauder, Michael Young, Harry Daniels, Maria Balarin and John Lowe  Section I The ‘knowledge economy’ and Education  2. Globalisation, Crisis and the Political Economy of the International Monetary (Dis)Order Ankie Hoogvelt  3. The Global Auction, Skill Bias Theory and Graduate Incomes: Reflections on Methodology Hugh Lauder, Phillip Brown and Gerbrand Tholen  4. ‘Openness’ and the Global Knowledge Commons: An Emerging Mode of Social Production for Education and Science Michael A. Peters  5. Learning and Contradiction Across Boundaries Harry Daniels  Section II: Knowledge and the Economy  6. The Educational Revolution and the Transformation of Work David P. Baker  7. Forms of Knowledge and Curriculum Coherence Johan Muller  8. Education, Globalisation and the ‘voice of knowledge’ Michael Young  9. The problem with Competency Based Training (and why constructivism makes things worse) Leesa Wheelahan  Section III: Pedagogy, Assessment, the Demands of the Knowledge Economy and Social Justice?   10. Numbers in Grids of Intelligibility: Making Sense of How Educational Truth is Told Thomas S. Popkewitz  11. Assessing Educational Reform: Accountability, standards and the utility of qualifications Harry Torrance  12. School and the Pupils’ Work Bernard Charlot  13. Social Class and School Knowledge: revisiting the sociology and politics of the curriculum in the 21st century Geoff Whitty


    Hugh Lauder is Professor of Education and Political Economy at the University of Bath.

    Michael Young is Professor of Education at the Institute of Education and Visiting Professor at the University of Bath.

    Harry Daniels is Professor and Head of the Centre for Sociocultural and Activity Theory at the University of Bath.

    Maria Balarin is Lecturer in Education, University of Bath.

    John Lowe is Lecturer in Education, University of Bath.

    "My final judgment? The book is well timed and a fascinating read that should appeal to those who have a penchant to read perspectives that challenge dominant views. It should be a useful source to policy makers seeking to embrace critical perspectives about issues that are often taken for granted."- Kenneth Dipholo, International Journal of Lifelong Education