Class Analysis and the Emancipatory Potential of Education

Autor/in	Gerrard, Jessica
Titel	Class Analysis and the Emancipatory Potential of Education
Quelle	In: Educational Theory, 63 (2013) 2, S.185-201 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12017
Schlagwörter	Stellungnahme; Educational Research; Educational Theories; Social Theories; Social Class; Working Class; Social Characteristics; Social Justice; Social Change; Educational Opportunities; Education Work Relationship; Educational Trends; Cultural Influences + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Gesellschaftstheorie; Social classes; Soziale Klasse; Arbeiterklasse; Gesellschaftsbild; Soziale Gerechtigkeit; Sozialer Wandel; Bildungsangebot; Bildungschance; Bildungsentwicklung; Cultural influence; Kultureinfluss
Abstract	Recently, a range of educational theorists have explored and extended upon popular currents in political theory through articulating "open" and "unknowing" pedagogies. Such contributions represent a radical turn away from the presumed "universals" found in proclamations of justice and emancipation and, ultimately, the centering of class analysis. At the same time, inspired by and building upon Bourdieuian theory, another cluster of educational research has developed a nuanced understanding of the social, cultural, and educational mechanisms involved in class reproduction. In this essay, Jessica Gerrard offers a critical--though sympathetic--response to these dual trends. Bringing together theories of reproduction in conversation with theories of pedagogical possibility, Gerrard argues for a renewed understanding of working-class relations to education that incorporates an understanding of working-class action and struggle. (Contains 64 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10