Knowledge and identity : concepts and applications in Bernstein's sociology / / edited by Gabrielle Ivinson, Brian Davies, and John Fitz

• Record Nr.: UNINA9910785676903321
• Pubbl/distr/stampa: New York : , : Routledge, , 2011
• ISBN: 1-136-87346-5; 1-136-87347-3; 1-283-04297-5; 9786613042972; 0-203-83785-1
• Descrizione fisica: 1 online resource (205 p.)
• Altri autori (Persone): DaviesBrian <1938->; FitzJohn; IvinsonGabrielle
• Disciplina: 306.4/2
• Soggetti: Knowledge, Theory of; Knowledge, Sociology of; Educational sociology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di contenuto: Book Cover; Title; Copyright; Contents; Contributors; 1 From monasteries to markets: Will universities survive?; Part I: Knowledge and knowers in late modernity; 2 Knowledge-building: Analysing the cumulative development of ideas; 3 Social life in disciplines; 4 Knowledge theory and praxis: On the Anglo- French debate on reproduction; Part II: Shifting cargo: From singulars to regions and generic knowledge forms; 5 Changing knowledge in higher education; 6 Teachers' conceptions of knowledge structures and pedagogic practices in higher education; 7 Curriculum development processes in a Journalism and Media Studies Department8 Vocational qualifications and access to knowledge; Part III: Multiply anchored subjectivities; 9 'Psychic defences' and institutionalised formations of knowledge; 10 Positioning the regulative order; 11 Bernstein, body pedagogies and the corporeal device; Index
• Sommario/riassunto: What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using b