By Russell F. Farnen, Heinz Sunker
This e-book makes use of foreign and interdisciplinary ways to the comparative learn of schooling in its political, sociological, and monetary contexts. significant issues comprise serious thought, hegemony, postmodernism, oppression, disabilities, emancipation, corporatism, meritocracy, democracy, socialization, replica, pluralism, inequality, social research, postindustrialism, predatory tradition, pragmatism, and 'subversion'. Educators from the U.S., united kingdom, Canada, Netherlands, FRG, Israel, and Sweden survey the present academic scene within the US and Western Europe, significant coverage debates, and attainable ideas for present public coverage dilemmas.
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Sample text
14). The correspondence or 'black box' model of schooling is too simplistic in that teachers and students produce as well as conserve knowledge. Resistance, the dialectic, human agency, contradictions, mediation, and opposition are part of the process for recreating and changing the social order, not merely mirroring it. Ideological hegemony can be linked to culture and resistance in schools to expose hegemonic practices to explore transformational possibilities, to disclose structural limits, to reveal contradictions in the lived lives of teachers and students, and to develop a radical pedagogy to allow students to explore the sources and limits of meaningful discourse.
Using critical social science perspectives to analyze US public policy making, some American scholars questioned the normative, ethical, political, and philosophical basis for neoconservative and liberal notions of efficiency, 'the market', and cost benefit analysis (Fischer and Forester, 1987). Fischer's (1990) analysis (see Chapter 12) identifies links between the postindustrial economy and the new administrative state. Within a nonpositivist and democratic framework, Fischer proposes redesigning bureaucratic institutions to counter their 'managerial bias' by encouraging 'participatory expertise' in community cooperatives, democratized work settings, 'altemative technology projects', 'new social movements', and achieving social reconstruction via a form of 'political ergonomics' in policy making (Fischer, 1990, pp.
To this analysis, Althusser (1971) adds an ideological dimension. The day-to-day 'culture' of the school is one aspect of this ideology. Its 'unconscious' dimension is found in the 'meanings, representations, and values' underlying school practices, shared images, structures, and concepts. Christian Baudelot and Roger Establet see schools as sites of ideological conflict, stemming from external sources. Class culture is seen as the primary source for such resistance; yet, ideology actively involves both dominant and oppositional strains.
