Revisiting School Knowledge: Some Sociological Perspectives on New School Curricula

Autor/in	Whitty, Geoff
Titel	Revisiting School Knowledge: Some Sociological Perspectives on New School Curricula
Quelle	In: European Journal of Education, 45 (2010) 1, S.28-45 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
Schlagwörter	Educational Sociology; Disadvantaged; Foreign Countries; Socioeconomic Background; Social Scientists; Educational Policy; Politics of Education; United Kingdom (England); United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Ausland; Sozioökonomische Lage; Social scientist; Sozialwissenschaftler; Politics of education; Bildungspolitik; Educational policy
Abstract	This article focuses on attempts to understand how the curriculum and pedagogy can help to reduce inequalities in the outcomes of schooling between those from higher and lower socio-economic backgrounds. In the 1970s, the author was involved with Michael F.D. Young and others in the development of the so-called "new" sociology of education. Much of this work entailed laying bare the assumptions underlying the school curriculum and demonstrating how the selection of school knowledge was implicated in the reproduction of social inequalities. During the 1980s in England the curriculum was overtly politicised by the Thatcher government but the interests of sociologists of education moved increasingly away from the sociology of school knowledge to focus instead on the sociology of education policy. This paper identifies a recent tendency on the part of sociologists of education to return to the "knowledge question". In particular, it examines Young's own role in this and his attempts to revisit and revise of his earlier position. Contemporary developments in curricular policy in England and Northern Ireland are then outlined and discussed. Finally, the paper considers whether the work of Basil Bernstein, particularly his concepts of classification/framing and recognition/realisation rules, might help us to address one of the prevailing political problems of many modern education systems--the systematic failure of socially disadvantaged pupils to perform well at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10