Knowledge, Values and Educational Policy
A Critical Perspective
Edited by Harry Daniels, Hugh Lauder, Jill Porter
Routledge – 2009 – 310 pages
Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also considered.
Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:
To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.
Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.
HARRY DANIELS, HUGH LAUDER AND JILL PORTER
Section 1 Knowledge for teaching and learning
Introduction to section 1
1.1 What are schools for?
1.2 The school curriculum, theories of reproduction and necessary knowledge
1.3 The influence of constructivism on teaching and learning in classrooms
ANNEMARIE PALINCSAR AND SARAH SCOTT
1.4 The double move in teaching – Developmental learning
Section 2 Learning across boundaries
Introduction to section 2
2.1 Transfer of Knowledge between Education and Workplace Settings
2.2 Learning in and for Multiagency Working
2.3 Expansive learning in and for work
HANNA TOIVIANEN AND YRJÖ ENGESTRÖM
Section 3 Diversity and equity
Introduction to section 3
3.1 Cultural ways of learning
KRIS GUTIERREZ AND BARBARA ROGOFF
3.2 Equity and Social Justice Discourses in Education
3.3 Gender theory and research in education
3.4 Symptoms, categories, and the process of invoking labels
ROGER SÄLJÖ AND EVA HORNE
3.5 Inclusive pedagogy
LANI FLORIAN AND RUTH KERSHNER
3.6 Disability: a complex interaction
Section 4 Policy and governance
Introduction to section 4
4.1 Realising the Potential of System Reform
4.2 Using Assessment in Education Reform: Policy, Practice and Future Possibilities
4.3 Why do some policies not work in schools?
4.4 School as Imagined Community in Discursive Space: a perspective on the school effectiveness debate
Section 5 Deploying theory
Introduction to section 5
5.1 How do secondary school subject departments contribute to the learning of beginning teachers?
5.2 Developing pedagogy for doctors-as-teachers: the role of Activity Theory
5.3 Teacher/researcher: an unsustainable identity
5.4 Using theory in social research: reflections on a doctoral study
Harry Daniels is Professor of Education: Culture and Pedagogy, Head of the Learning as Cultural and Social Practice Research Programme, and Director of the Centre for Sociocultural and Activity Theory Research at the University of Bath, UK.
Hugh Lauder is Professor of Education and Political Economy, and Head of the Policy and Management Research Group, at the University of Bath, UK.
Jill Porter is Senior Lecturer in Research Methods and Special Education at the University of Bath, UK.