What in the digital era is knowledge? Who has knowledge and whose knowledge has value?
Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using big theoretical ideas in working on local problems of employability, sustainability and citizenship.
Drawing on aspects of Bernstein’s work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections:
This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.
Introduction 1. From Monasteries to Markets Gabrielle Ivinson Part I: Knowledge and Knowers in Late Modernity 2. Knowledge Building Karl Maton 3. Social Life in Disciplines Johan Muller 4. Knowledge Theory and Practice Daniel Frandji and Philippe Vitale Part II: Shifting Cargo 5. Changing Knowledge in Higher Education Antigone Sarakinioti, Anna Tsatsaroni and George Stamelos 6. Teachers' Conceptions of Knowledge and Pedagogical Practices in Higher Education Guðrún Geirsdóttir 7. Curriculum Development Processes in a Journalism and Media Studies Department Jo-Anne Vorster 8. Vocational Qualifications and Access to Knowledge Leesa Wheelahan Part III: Multiply Anchored Subjectivities 9. 'Psychic Defenses' and Institutionalised Formations of Knowledge Claudia Lapping 10. Positioning the Regulative Order Jeanee Gamble and Ursula Hoadley 11. Berstein, Body Pedagogies and the Corporeal Device John Evans, Brian Davies and Emma Rich