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Knowledge, values, and educational policy : a critical perspective

Author: Harry Daniels; Hugh Lauder; Jill Porter
Publisher: London ; New York, NY : Routledge, 2009.
Series: Critical perspectives on education.
Edition/Format:   Print book : EnglishView all editions and formats
'Knowledge, Values and Educational Policy' asks fundamental questions about what schools are for and what should be taught in them, explores one of the newest areas of interest - learning across boundaries - and examines issues of diversity and equity, locating these issues in terms of policies and practices within school.

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Genre/Form: Electronic books
Additional Physical Format: Online version:
Knowledge, values, and educational policy.
London ; New York, NY : Routledge, 2009
Document Type: Book
All Authors / Contributors: Harry Daniels; Hugh Lauder; Jill Porter
ISBN: 9780415491198 0415491193
OCLC Number: 264021643
Description: ix, 308 pages : illustrations ; 26 cm.
Contents: What are schools for? / Michael Young --
The school curriculum, theories of reproduction and necessary knowledge / Roy Nash --
The influence of constructivism on teaching and learning in classrooms / Annemarie Palincsar and Sarah Scott --
The double move in teaching developmental learning / Mariane Hedegaard --
Transfer of knowledge between education and workplace settings / Michael Eraut --
Learning in and for multiagency working / Paul Warmington --
Expansive learning in and for work / Hanna Toivianen and Yrjö Engeström --
Cultural ways of learning / Kris Gutierrez --
Equity and social justice discourses in education / Naz Rassool --
Gender theory and research in education / Jo-Anne Dillabough --
Symptoms, categories, and the process of invoking labels / Roger Säljö and Eva Horne --
Inclusive pedagogy / Lani Florian and Ruth Kershner --
Disability: a complex interaction / Tom Shakespeare --
Realising the potential of system reform / David Hopkins --
Using assessment in education reform: policy, practice and future possibilities / Harry Torrance --
Why do some policies not work in schools? / Vivianne Robinson --
School as imagined community in discursive space: a perspective on the school effectiveness debate / Andrew Stables --
How do secondary school subject departments contribute to the learning of beginning teachers? / Alaster Douglas --
Developing pedagogy for doctors-as-teachers: the role of activity theory / Clare Morris --
Teacher/researcher: an unsustainable identity / Sarah O'flynn --
Using theory in social research: reflections on a doctoral study / Maria Balarin.
Series Title: Critical perspectives on education.
Responsibility: edited by Harry Daniels, Hugh Lauder, and Jill Porter.


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. This book considers policies and practices relating  Read more...


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