Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind

Description

This volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters also directly address the nature of sociology of education itself.The realist position developed in the book challenges two major currents of thought that have for a long time been prominent and influential in sociology and education: postmodernism and progressivism/constructivism. This well-edited collection of papers is provocative and original in that it represents a sustained, collective critique that offers a genuine alternative to these current orthodoxies.

Karl Maton is Senior Lecturer in Sociology at the Faculty of Arts, University of Sydney, Australia. Rob Moore is Senior Lecturer in Sociology of Education in the Faculty of Education, Fellow of Homerton College, and College Reader in Sociology of Education at the University of Cambridge, UK.

'The centrality of knowledge to the sociology of education may seem obvious, but its importance has been neglected for the best part of thirty years. This book makes a persuasive case for reinstating knowledge at the heart of our field.' Geoff Whitty, Director of the Institute of Education and Professor of Education, University of London, UK 'This book advances debates in education about the nature of knowledge and the curriculum consolidating the position of social realism. A developed social realism has been a long time in the making but now must count as the most powerful critique of relativism and social constructionism in the field: its arguments cannot be ignored.' Hugh Lauder, Professor of Education and Political Economy, University of Bath, UK 'Social Realism, Knowledge and the Sociology of Education offers debates about schooling, teacher training, and educational equity beyond post theories such as post-structuralism and post-modernism. Such theoretical work is crucial to current educational debates across the globe.' Parlo Singh, Professor of Education and Dean of the Graduate Research School, Griffith University, Australia