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[null,"1.","Record Nr.",null,"UNINA9910460460003321"]
[null,null,"Titolo",null,"Knowledge and identity : concepts and applications in Bernstein's sociology / / edited by Gabrielle Ivinson, Brian Davies, and John Fitz"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2011"]
[null,null,"ISBN",null,"1-136-87347-3"]
[{"$nulls":4},"1-283-04297-5"]
[{"$nulls":4},"9786613042972"]
[{"$nulls":4},"0-203-83785-1"]
[null,null,"Descrizione fisica",null,"1 online resource (205 p.)"]
[null,null,"Disciplina",null,"306.4/2"]
[null,null,"Soggetti",null,"Knowledge, Theory of"]
[{"$nulls":4},"Knowledge, Sociology of"]
[{"$nulls":4},"Educational sociology"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"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"]
[{"$nulls":4},"7 Curriculum development processes in a Journalism and Media Studies Department8 Vocational qualifications and access to knowledge; Part III: Multiply anchored subjectivities; 9 'Psychic defences' and institutionalised formations of knowledge; 10 Positioning the regulative order; 11 Bernstein, body pedagogies and the corporeal device; Index"]
[null,null,null,"Sommario/riassunto","What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer "]
[{"$nulls":4},"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"]