The Social Construction of Time in Contemporary Education: Implications for Technology, Equality and Bernstein's "Conditions for Democracy"

Autor/in	Leaton Gray, Sandra
Titel	The Social Construction of Time in Contemporary Education: Implications for Technology, Equality and Bernstein's "Conditions for Democracy"
Quelle	In: British Journal of Sociology of Education, 38 (2017) 1, S.60-71 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leaton Gray, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2016.1234366
Schlagwörter	Foreign Countries; Time; Influence of Technology; Democracy; Disadvantaged; Equal Education; Social Status; Time Factors (Learning); Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Zeit; Demokratie; Sozialer Status
Abstract	This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein's "conditions for democracy" as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein's framework presents a useful way of illuminating the complex interplay of personal agency and the external environment. Consequently, here we see that new definitions of time in education, specifically with regard to synchronous versus asynchronous learning, have resulted in new inequalities for those in deprived areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01