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.
Table of Contents
Preface. Introduction. 1. Curricular form and the Logic of Technical Control: Building the Possessive Individual. Michael Apple. 2. Schooling and the Reproduction of Class and Gender Relations Madeleine MacDonald. 3. Contradiction and Reproduction in Educational Theory Herbert Gintis and Samuel Bowles. 4. Schooling for Change: function, Correspondence and Cause Tony Edwards. 5. The Limits of Curricular Experience: an Analysis of Limits and Possibility Peter Musgrave. 6. Contradiction and Change in Educational Practices Janet Strivens. 7. Teacher Ideologies and Pupil Disaffection Rosemary Chessum. 8. Locations of Learning and Ideologies of Education: Some Issues Raised by A Study of ‘Education Otherwise.’ 9. Curricula are Social Processes Gary Easthope. 10. Towards a New Socialist Sociology of Education David Reynolds and Mike Sullivan. Index.