1st Edition
Knowledge, Values and Educational Policy A Critical Perspective
Introduction
HARRY DANIELS, HUGH LAUDER AND JILL PORTER
Section 1 Knowledge for teaching and learning
Introduction to section 1
HUGH LAUDER
1.1 What are schools for?
MICHAEL YOUNG
1.2 The school curriculum, theories of reproduction and necessary knowledge
ROY NASH
1.3 The influence of constructivism on teaching and learning in classrooms
ANNEMARIE PALINCSAR AND SARAH SCOTT
1.4 The double move in teaching – Developmental learning
MARIANE HEDEGAARD
Section 2 Learning across boundaries
Introduction to section 2
HARRY DANIELS
2.1 Transfer of Knowledge between Education and Workplace Settings
MICHAEL ERAUT
2.2 Learning in and for Multiagency Working
PAUL WARMINGTON
2.3 Expansive learning in and for work
HANNA TOIVIANEN AND YRJÖ ENGESTRÖM
Section 3 Diversity and equity
Introduction to section 3
JILL PORTER
3.1 Cultural ways of learning
KRIS GUTIERREZ AND BARBARA ROGOFF
3.2 Equity and Social Justice Discourses in Education
NAZ RASSOOL
3.3 Gender theory and research in education
JO-ANNE DILLABOUGH
3.4 Symptoms, categories, and the process of invoking labels
ROGER SÄLJÖ AND EVA HORNE
3.5 Inclusive pedagogy
LANI FLORIAN AND RUTH KERSHNER
3.6 Disability: a complex interaction
TOM SHAKESPEARE
Section 4 Policy and governance
Introduction to section 4
HUGH LAUDER
4.1 Realising the Potential of System Reform
DAVID HOPKINS
4.2 Using Assessment in Education Reform: Policy, Practice and Future Possibilities
HARRY TORRANCE
4.3 Why do some policies not work in schools?
VIVIANNE ROBINSON
4.4 School as Imagined Community in Discursive Space: a perspective on the school effectiveness debate
ANDREW STABLES
Section 5 Deploying theory
Introduction to section 5
HARRY DANIELS
5.1 How do secondary school subject departments contribute to the learning of beginning teachers?
ALASTER DOUGLAS
5.2 Developing pedagogy for doctors-as-teachers: the role of Activity Theory
CLARE MORRIS
5.3 Teacher/researcher: an unsustainable identity
SARAH O’FLYNN
5.4 Using theory in social research: reflections on a doctoral study
MARIA BALARIN
Biography
Harry Daniels is Professor of Education: Culture and Pedagogy, Head of the Learning as Cultural and Social Practice Research Programme, and Director of the Centre for Sociocultural and Activity Theory Research at the University of Bath, UK.
Hugh Lauder is Professor of Education and Political Economy, and Head of the Policy and Management Research Group, at the University of Bath, UK.
Jill Porter is Senior Lecturer in Research Methods and Special Education at the University of Bath, UK.
