Description
This book is concerned with articulating a new approach to the sociology of education, one which is realist and that brings together sociological analysis of knowers with epistemological analysis of knowledge. Made up of key previously published chapters, alongside original material, its series of interconnected papers systematically unfold an original theoretical framework. A key focus of the book is how the social sciences and humanities can build knowledge over time, in terms of both new intellectual development and students’ understandings. Recurrent themes include: Are these fields doomed to recurrent fragmentation, schisms and segmented learning experiences? How can knowledge be developed that builds on past achievements and integrates and subsumes existing insights? In grappling with these issues, the book itself exemplifies cumulative, integrative knowledge development. The approach engages with, builds on and integrate the insights of such major thinkers as Emile Durkheim, Pierre Bourdieu, Basil Bernstein and Roy Bhaskar. The conceptual framework is developed cumulatively to create an integrated approach, and is at every stage grounded in substantive studies of concrete issues in education. Concepts are developed from and for empirical research into key problems in the sociology of knowledge, educational policy, curriculum, and teaching and learning, and across a range of areas from mathematics to cultural studies and from school English to professional education at university. This book is essential reading for all serious students of educational theory, and the sociology of education.
