Towards a Sociology of Pedagogy
The Contribution of Basil Bernstein to Research
(Sprache: Englisch)
«Basil Bernstein was both the most interesting and important British sociologist of recent times, internationally better known for longer than any other [...]. His ideas offer the most developed grammar for understanding the shape and character of our...
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«Basil Bernstein was both the most interesting and important British sociologist of recent times, internationally better known for longer than any other [...]. His ideas offer the most developed grammar for understanding the shape and character of our current educational practice. At its various points, his emerging corpus has offered a combination of connectedness and openness. He was a constant reviser of his ideas, arguing always that this was necessitated by the relationship between the empirical and the theoretical. This volume is replete with cameos of various aspects of his corpus that the individual researchers represented have regarded as particularly important both for themselves and their analyses. They celebrate a joint dedication to 'developing a more systematic and general language of description'. [...]. This book also contains a paper by Bernstein and a video conference.» (Brian Davies, From the Introduction)
Inhaltsverzeichnis zu „Towards a Sociology of Pedagogy “
Contents: Brian Davies: Introduction - Geoff Williams: Literacy Pedagogy Prior to Schooling: Relations Between Social Positioning and Semantic Variation - Ruqaiya Hasan: The Ontogenesis of Decontextualised Language: Some Achievements of Classification and Framing - Mario Diaz: Subject, Power, and Pedagogic Discourse - Harry Daniels: Bernstein and Activity Theory - Philippe Vitale: The Teaching of Sociology: Towards a European Comparison of Curricula - Johan Muller: Intimations of Boundlessness - Rob Moore/Karl Maton: Founding the Sociology of Knowledge: Basil Bernstein, Intellectual Fields, and the Epistemic Device - Ana Morais/Isabel Neves: Pedagogic Social Contexts: Studies for a Sociology of Learning - Isabel Neves/Ana Morais: Texts and Contexts in Educational Systems: Studies of Recontextualising Spaces - Parlo Singh: Pedagogic Discourses and Student Resistance in Australian Secondary Schools - Joseph Solomon/Anna Tsatsaroni: Educational Evaluation: The Social Production of Texts and Practices - Magnus Haavelsrud: Classification Strength and Power Relations - William Tyler: Crosswired: Hypertext, Critical Theory, and Pedagogic Discourse - Basil Bernstein: From Pedagogies to Knowledges.
Autoren-Porträt
The Editors: Ana Morais is Professor of Education in the School of Science, University of Lisbon, Portugal. She has published widely in journals. Her recent publications include Estudos para uma Sociologia da Aprendizagem. Isabel Neves is Associate Professor of Education in the School of Science, University of Lisbon, Portugal. She has published widely in journals. Her recent publications include Estudos para uma Sociologia da Aprendizagem.
Brian Davies is Professor of Education in the School of Social Sciences, Cardiff University, United Kingdom. He has published widely in journals. His publications include Social Control and Education.
Harry Daniels is Professor of Special Education and Educational Psychology at the University of Birmingham, United Kingdom. His publications include An Introduction to Vygotsky and Charting the Agenda: Educational Activity after Vygotsky.
Bibliographische Angaben
- 2001, Neuausgabe, XVI, 397 Seiten, Maße: 15 x 22,5 cm, Kartoniert (TB), Englisch
- Herausgegeben: Ana M. Morais, Isabel Neves, Brian Davies, Harry Daniels
- Verlag: Peter Lang Ltd. International Academic Publishers
- ISBN-10: 0820455857
- ISBN-13: 9780820455853
- Erscheinungsdatum: 05.11.2001
Sprache:
Englisch
Pressezitat
«Basil Bernstein's death has robbed us of a major theorist whose work is of extraordinary scope and power. This volume, with contributions from scholars from several countries, maps out the range of possibilities for analysis provided by Bernstein's theoretical system. It is an indispensable resource for anyone wanting to work with his ideas or understand their potential.» (Stephen Ball, Karl Manheim Professor of Sociology of Education, Institute of Education, University of London)
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