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1. No Such Thing as a Consensus: Olive Banks and the Sociology of Education (EJ800792)
Author(s):
Delamont, Sara
Source:
British Journal of Sociology of Education, v29 n4 p391-402 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Educational Sociology; Secondary Education; News Media; Feminism; Social Mobility; Marxian Analysis; Compulsory Education; Foreign Countries; Children; Academic Education; Academic Achievement
Abstract: The title of this article comes from the editorial written for this journal by Olive Banks, Len Barton, Roger Dale, David Hargreaves, Roland Meighan, Ivan Reid and Graham Vulliamy (Banks et al. 1980, 4) that appeared in its first issue, and set out its remit. The seven scholars who wrote that editorial pledged to "publish high quality work of any theoretical orientation." Three major themes are addressed in this paper: Olive Banks's contribution to sociology of education up to 1973; the fate of her work after 1973; and her work as a case study of the troubled relationship between sociology of education and sociology itself. Two important works by Olive Banks form the core of the paper. Banks and Finlayson (1973) "Success and Failure in the Secondary School," and her textbook "The Sociology of Education" (Banks 1968, 1971, 1976). Banks (1955) Parity and Prestige in English Secondary Education is the subject of another paper in this volume (Edwards, 2008, this issue): a recognition that it is her most important work. Before focusing on the three themes used to structure the paper, there is a brief contextual section. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Changing Relations between Education Professionals, the State and Citizen Consumers in Europe: Rethinking Restructuring as Capitalisation (EJ795746)
Beach, Dennis
European Educational Research Journal, v7 n2 p195-207 2008
2008-00-00
Journal Articles; Reports - Research
Descriptors: Foreign Countries; Educational Policy; Public Education; Outcomes of Education; Critical Theory; Politics of Education; Social Systems; Marxian Analysis; Educational Change; Political Attitudes; Social Change; Higher Education; Teaching (Occupation); Educational Research
Abstract: This article focuses on research about welfare state restructuring in education and its implications for the teaching profession. Several things are described and discussed. However, amongst the most important are pan-European developments in the social relations of production in education over the past 50 years with respect to the "socialisation", "habituation" and "commercialisation" of education labour, and a suggested lowering of general standards of public education and increasing class differences in the amount and quality of education consumed by citizens. The idea expressed about this is that neo-liberal restructuring is leading to the creation of apparatuses through which education is objectified for economic accumulation through an "outsourcing of functions" that were formerly carried out within first domestic and voluntary, and then state arrangements to capitalist enterprises. This is part of a "successive privatisation" of education services for processes of capitalisation. It consists of an updating of the moral and legal determination of education services by the prevailing standards of market capitalism and an abdication of responsibility for the plight of negatively affected individuals, who, nevertheless, in some intriguing way still often support the system of transformation in question. (Contains 1 table and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. John Hull and the Money Culture (EJ809839)
Attfield, David
British Journal of Religious Education, v30 n1 p69-77 Jan 2008
2008-01-00
Journal Articles; Opinion Papers
Descriptors: Ideology; Consumer Education; Marxian Analysis; Social Stratification; Moral Issues; Cultural Context; Historical Interpretation; Spiritual Development; Controversial Issues (Course Content)
Abstract: John Hull's recent educational writings have included several on what he calls the "money culture". This is analysed and criticised in this article. Hull offers a Marxist and a neo-Marxist account of the role of money in western societies utilising the labour theory of value, false consciousness and the materialist interpretation of history. It is contended here that the labour theory of value is fallacious and that false consciousness therefore lacks significant content: the problematic notion of ideology needs putting on a firm foundation, so teachers can see how best to liberate their student from a bogus spirituality. The materialist interpretation of history is held to be valuable, but not to the extent of invalidating, for example, past Christian hymns for present use. The surface manifestations of the money culture comprise legitimate areas of concern in education, such as popular materialism and economic competition on a world scale. These, it will be argued, can be treated in education, without assuming insecure Marxist foundations. Such areas of concern may properly be approached, in schools and with adults, by the impartial presentation of controversial issues and careful attention to moral values of the world's religious traditions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Teachable Moment: Feminist Pedagogy and the Neoliberal Classroom (EJ768755)
Feigenbaum, Anna
Review of Education, Pedagogy & Cultural Studies, v29 n4 p337-349 Sep 2007
2007-09-00
Descriptors: Critical Theory; Employment Opportunities; Labor Market; Feminism; Marxian Analysis; Womens Studies; Popular Education; Teacher Effectiveness; Teaching Conditions; School Culture; Economic Impact; Context Effect; Case Studies; Teaching Experience
Abstract: Canadian scholar Elizabeth Brule argues in her 2004 essay, "Going to the Market," that the corporatization of the university has led to the construction of students as rational, economic decision makers. As Brule argues, "The only choices considered rational, however, are those that increase one's employment opportunities within the strict confines of the labour market." Brule further cites this construction as the cause for students' disengagement with critical pedagogy. The corporatization of the university, she suggests, makes it increasingly difficult for educators to foster feminist and anti-racist perspectives. Competition, self-sufficiency and strident individualism--which are both the symptoms and disease of neoliberalism--appear entirely at odds with the overthrow of power relations. Trapped within a neoliberal agenda, students come to disavow any connection with radical critique. In this article, the author argues that this corporatization of the university limits and restricts possibilities for teaching critical theory. Discussing the notion of a "teachable moment," the author engages in what Jane Gallop calls anecdotal theory, examining the conditions and context of two of her own encounters with students. The author works through these two teachable moments in order to better locate the effects that the increasing corporatization of the university has on students, as well as teachers. (Contains 27 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The "Autodidact", the Pursuit of Subversive Knowledge and the Politics of Change (EJ828188)
Fisher, Pamela; Fisher, Roy
Discourse: Studies in the Cultural Politics of Education, v28 n4 p515-529 Dec 2007
2007-12-00
Journal Articles; Reports - Descriptive
Descriptors: Political Attitudes; Foreign Countries; Educational Opportunities; Higher Education; Learning Processes; Aptitude Treatment Interaction; Critical Theory; Social Change; Marxian Analysis; Intellectual History; Independent Study; Active Learning; Politics of Education
Abstract: This paper contrasts two types of "autodidact" located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became "educated" in Marxism (and more) through the processes intrinsic to their politics. This radical acculturation was undertaken outside the universities in consequence of both an absence of access to higher education and because of the relatively enclosed social world of British Communism. The widening of educational opportunities and the decline of political Marxism effectively extinguished this kind of autodidact. New technologies have meant that the 21st century is witnessing individuals and cyber-communities that are creating knowledge-based challenges to professional and institutional power in the face of personal/family "medical" crises. The paper outlines the characteristics of these two categories of autodidact and a new terrain of counter-hegemonic learning. (Contains 4 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Nitrogen Fertilizer Dependency and Its Contradictions: A Theoretical Exploration of Social-Ecological Metabolism (EJ806516)
Mancus, Philip
Rural Sociology, v72 n2 p269-288 Jun 2007
2007-06-00
Descriptors: Metabolism; Agricultural Production; Rural Development; Agricultural Engineering; Farm Management; Conservation (Environment); Inorganic Chemistry; Thermodynamics; Marxian Analysis; Rural Sociology; Food Service
Abstract: The global agro-food system relies heavily on inorganic nitrogenous fertilizers. In addition to consuming enormous amounts of energy, this manufactured input contributes to the accumulation of reactive nitrogen in the biosphere and undermines the biological basis of agricultural production itself. While technological inefficiency and population may play a role in the phenomenon of global nitrogen accumulation, the social structural features of industrial agriculture must also be examined. The concept of social-ecological metabolism provides an important and needed conceptual framework for engaging global food security issues. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Analysing Third Generation Activity Systems: Labour-Power, Subject Position and Personal Transformation (EJ801539)
Daniels, Harry; Warmington, Paul
Journal of Workplace Learning, v19 n6 p377-391 2007
2007-00-00
Descriptors: Learning Theories; Foreign Countries; Research Methodology; Interpersonal Communication; Systems Approach; Organizational Theories; Marxian Analysis; Social Environment; Organizational Climate; At Risk Persons; Youth; Agency Cooperation; Government Employees; Public Service Occupations; Local Government; Professional Development; Social Services; Adult Learning; Transformative Learning; Work Environment
Abstract: Purpose: The purpose of this paper is to describe how Engestrom's "third generation" activity theory, with its emphasis on developing conceptual tools to understand dialogues, multiple perspectives and networks of interacting activity systems, has informed research into professional learning in multiagency service settings in England. Design/methodology/approach: Researchers worked intensively with multi-professional teams in five English local authorities. Through the use of developmental research work (DWR) methodologies, they sought to understand and facilitate the expansive learning that takes place in and for multiagency work. Findings: Provisional analysis of data has emphasised the need to understand activity systems in terms of contradictions, which may be developed through reference to the notion of labour-power; subject positioning and identity within activities; emotional experiencing in processes of personal transformation. The general working hypothesis of learning itself requires expansion to include notions of experiencing and identity formation within an account that includes systematic and coherent analysis of the wider social structuring of society. Practical implications: The paper describes the beginnings of a refinement of DWR methodology, workshop methods and activity theory derived analyses of data generated through DWR. Originality/value: The analysis offered represents an advance beyond second generation activity theory, which was concerned with single activity systems. The conceptual strands (upon labour-power related contradictions, subject positioning, emotional experiencing) have been under-developed in activity theory. This project exemplifies the complexities of the "dual motive" of object-oriented activity systems. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Teachers' Conceptions of Learning Philosophies: Discussing Context and Contextualising Discussion (EJ774737)
Brown, Tony; Hanley, Una; Darby, Susan; Calder, Nigel
Journal of Mathematics Teacher Education, v10 n3 p183-200 Jun 2007
No
Descriptors: Teaching Methods; Curriculum Development; Teacher Attitudes; Marxian Analysis
Abstract: With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers' practices, their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather than make associative links between these factors and the success of the initiative, our intention is to examine the ways in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data from a small project, we seek to examine four teachers' moves to grapple with this attempted shift from one teaching paradigm to another by considering how certain key terms serve to anchor the teachers' conceptions of themselves during this transition and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance to conceiving curriculum change. We suggest that the individual's teaching practice develops as a result of it being understood and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Professor as Embodied Racial Signifier: A Case Study of the Significance of Race in a University Classroom (EJ769265)
Mitchell, Roland; Rosiek, Jerry
Review of Education, Pedagogy & Cultural Studies, v28 n3-4 p395-409 Dec 2006
2006-12-00
Descriptors: Low Achievement; Race; Lecture Method; Racial Identification; Case Studies; Marxian Analysis; College Instruction; College Students; Racial Differences; Diversity (Faculty); African American Students
Abstract: In 1996, Stuart Hall gave a famous lecture entitled "Race: The Floating Signifier." In that lecture, Hall argued against an ontology of race that linked racial identification to any other human characteristic. Undertaking a broad survey of the history of the concept of race, Hall highlighted how the meaning of the signifiers of racial identity have changed depending on the time and place in which they were being interpreted. At a philosophical level, this meant that the signifiers of race have "floated" free of any transcendental reality which might stabilize their meaning. In more concrete terms, it meant that although the signifiers of race are most often found on the body, there is nothing in the body that gives those signifiers meaning. This is not to say that the construct of race is meaningless. Hall, along with many others who have recognized the radically socially constructed nature of racial identity, argue that race and racial identity has significant material and psychic consequences on a global scale. What needs analysis, therefore, are the reasons the construct of race has remained so salient, despite the fact that it lacks a stable referent. Hall offers the broad outlines of such an explanation. Drawing upon post-structuralist sociology, post-Marxist theory, and postcolonial theory, Hall argued that racial signifiers take on meaning in the context of social discourses that organize individual and institutional behavior. These discourses constitute a field of power that encode the interests of various constituencies, are the site of ongoing contestation, and influence desires and self-concepts. Hall's analysis was an early part of an emerging field of social, political, and cultural theory that has subjected the idea of race to close critical examination. What is also needed beyond this explanatory project is an exploration of the possibilities for intervention in the constantly shifting terrain of racial politics, white supremacy, and colonialism. This essay takes up that project in the context of higher education classrooms. It asks: What practical knowledge enables college-level instructors to teach in a manner that disrupts patterns of low retention, low achievement, and low levels of satisfaction among students of color at majority-white universities? The authors present a framework for conducting empirical research on this question and a case study that illustrates the value of such research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. A Response to Cole and Mendick: Interpretation, Misrepresentation and Misrecognition (EJ753289)
Moore, Rob
British Journal of Sociology of Education, v27 n5 p651-658 Nov 2006
2006-11-00
Descriptors: Realism; Political Attitudes; Feminism; Educational Sociology; Educational Philosophy; Criticism; Educational Theories; Epistemology; Marxian Analysis
Abstract: In this article, the author presents his views on Mike Cole's and Heather Mendick's comments on his book titled "Education and Society: Issues and Explanations in the Sociology of Education." In his review, Cole stated that the author's critical realism is seen as an advance on Marxism, of which the author is dismissive. The author refutes that nowhere in his book did he present an argument to the effect that critical realism is an advance on Marxism. In addition, Mendick noted in her review that the author has critiqued feminism and post-structuralism. However, the author counterpoints that nowhere in his book did he critique feminism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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