Knowledge, Education, and Cultural Change
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Ancient Scottish Universities
Andrew Mcpherson
Andrew Pearse
Basil Bernstein
Brian Davies
Bryan Roberts
Category=JHB
Category=JNA
Class Appropriation
Collection Code
Cultural Change
Cultural Reproduction
cultural reproduction theory
curriculum studies
Earl Hopper
Education
Education Systems
Educational Codes
educational inequality
Educational Institutions
Educational Knowledge
Educational Knowledge Codes
Educational Systems
Elitist Ideologies
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eq_society-politics
Evaluative Beliefs
Evaluative Symbols
Everyday Community Knowledge
Existing Authority Structure
Expressive Beliefs
Higher Office Staff
Industrial Societies
Informal Social
Integrated Codes
Ioan Davies
Knowledge
Latin America
Lower Social Classes
Message System Pedagogy
Michael F. D. Young
Mobility
Mobility Orientations
Non-mobility
organisational analysis
Organizational Analysis
Parsonian Categorizations
Paul Hirst
Pierre Bourdieu
Power
Pupil Society
Raymond Jobling
Roger Bullock
Royston Lambert
Scottish Educational System
Social Change
Social Organizational
Social Reproduction
social stratification
Social Systems
Sociology
sociology of educational systems
Spencer Millham
Structural Problems
student activism
Student Militancy
Theoretical Discussion
Total Selection Process
Urbanization
White Collar Occupational Groups
Product details
- ISBN 9781138497689
- Weight: 780g
- Dimensions: 138 x 216mm
- Publication Date: 28 May 2020
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Originally published in 1973 Knowledge, Education and Cultural Change surveys the present state of the field of the sociology of education. The book addresses the claim that much of the research in the sociology of education should be extended to issues of wider theoretical significance, the book provides theoretically informed analysis of situations or processes, developing new theoretical perspectives and concepts. The papers also reflect the appropriate theoretical framework for the sociology of education. Underpinning this framework, it looks at the importance of social stratification, arguing that too much work in the sociology of education is carried out using oversimplified models.
