Social Analysis of Education: After the New Sociology

Wexler, Philip

ISBN 10: 0415903408 / ISBN 13: 9780415903400

Edité par Routledge, New York, NY, 1990

A propos de cet article

215 pp. Tightly bound. Spine not compromised. Text is free of markings. Owner's name on front end paper along with initials on bottom fore-edge. Published in 1987, this copy is the 1990 paperback printing with red covers. Light bump to top right corner front cover, otherwise very good.

N° de réf. du vendeur 089124

Détails bibliographiques

• Titre: Social Analysis of Education: After the New Sociology
• Éditeur: Routledge, New York, NY
• Date de parution: 1990
• Langue: anglais
• ISBN à 10 chiffres: 0415903408
• ISBN à 13 chiffres: 9780415903400
• Reliure: Paperback
• Édition: 1st Edition
• État de l'article: Good to Very Good

A propos de ce titre

Synopsis

This monograph directs the sociology of education towards modern cultural theory by means of an examination of basic concepts in the new sociology. The result is a new model for the social analysis of education. The book draws on symbolic and literary theories, arguing that they could constitute the basis for a new critical social theory of education. It also reviews the contributions of Derrida, Barthes, Foucault and others, showing the power critical literary theories have in illuminating the construction of meaning and subjectivity in education.

Présentation de l'éditeur

First published in 1987, this book offers an ideological critique of the new sociology of education, with the aim to redeem understanding of the social and historical character of knowledge. It argues that with an historical and social grasp, university knowledge can be understood as a collective product and can become a useful resource for encountering and transforming the social present.

To reach this objective, the book reviews the history of the new sociology of education and shows how it is limited by earlier times and social conflicts. In doing so, it aims to continue the unrealized critical analysis that was promised by the new sociology of education and remained contained.