Knowledge, Power, and Curriculum: Revisiting a TRSE Argument

If school is not situated in the "real world," where is it? If students are not engaging in "real life" while wandering the halls of American schools, what exactly are they doing? Educators often couch their justifications for curriculum and instructional methods in terms of "preparing students for life in the real world," implying that school is in some sense divorced from the reality that the majority of humanity experiences on a daily basis. It doesn't have to be this way. Indeed, the idea that school and society should be seen as inextricably woven together rather than partitioned from each other has been in the mainstream of Progressive thought in American education since at least the days of John Dewey, who presented his ideas most eloquently in a series of speeches given on behalf of the University of Chicago Laboratory School (see credits page for bibliographic information). Unfortunately, these ideas still seem radical after more than a century, as schools continue to be the only painted cinder-block institutions dotting the American landscape besides prisons and jailhouses. In Powers and Pedagogy, Harvey Pekar and Charles Xavier serve as your own personal Virgils on a journey through the inferno of core ideas in the realm of sociocultural educational theory. Key concepts from the minds of Clifford Geertz, Jean Lave and Etienne Wagner, John Dewey, the New London Group and James Gee are explained in easy to understand terms as the talent development approach implemented at the Xavier Institute for Higher Learning is offered as a pedagogical model. Whether you're a pre-service or in-service teacher, a comic book fanboy or high-minded connoisseur of LIT-ra-ture, this brief guide is designed to help you better understand the philosophical underpinnings of a unique approach to educating America's youth. Just as Dr. X explains the central conceit of the Xavier Institute as a "blurring of genres" between school and life, Powers and Pedagogy is itself a work that blurs genres, not just between the discourses of academic writing and comic books, but also between the styles of underground and mainstream comics. Powers and Pedagogy is offered here, free of charge, in the interest of fair use for scholarly, research and educational purposes as provided for in 17 U.S.C. § 107. While all of the text (excluding that reproduced within individual images) was written by me, I make no claim to ownership of any of the images contained in Powers and Pedagogy, and humbly request that you not attempt to sell or make mass copies of any portion of the document.

Whether one sees the current wave of globalization as a new ideology obscuring trends that have always accompanied modernity’s colonialist, capitalist expansions, or whether one sees something qualitatively novel, the dilemma for contemporary social scientists is the same – to make sense of what they observe (Weber 2002). This approach sets the tone for a text drawing upon both theory and empiricism with scholars from diverse critical and pedagogical discourses at various stages of their careers, and sadly, one of our number deceased since the work was undertaken in mid-2006 (see Tomaševski 2006b). The themes guiding us were various expressions of institutional, social, legal, political, and personal power, pedagogy and praxis, and clearly, each rests lightly upon highly contested terrain while tethering readers to the shifting ground of an emergent, new discourse (see Appadurai 1996; Apple, Kenway and Singh 2005; Bloch, Kennedy, Lightfoot and Weyenberg 2006; Burbules and Torres 2000; Crossley 2000; Malott 2008; Spring 2006; Stromquist 2000 for additional analyses). Throughout this chapter, our aim is to foster a critical dialogue about what social justice might mean in the context of the many pedagogical perspectives of the whole anthology. Although it is fair to say an exhaustive analysis is beyond the scope of this project, the text presumes to be global in content with individual scholars from Canada, the US, UK, and Europe predominant.

Education, citizenship and social justice, 2009

While accounts of the so-called 'Totally Pedagogised Society' (Bonal and Rambla) or 'Public Pedagogy' (Giroux) have been important to our conceptions of civil society, democracy and education, lessons can be drawn from schooling which complicate this story and undermine any simple division between the state, civil society and non-governmental organizations, in relation to both formal education and the broader narratives of radical or critical pedagogy. This article develops an account of pedagogical power which values the inciting and enabling practices of pedagogy as the art of teaching. It then considers pedagogical forms of power both within formal state schooling in the UK and the pedagogical strategies employed by non-governmental organizations within and outside of the formal educational sphere -arguing that the latter does not automatically promote values of social justice and democracy.

2010

Over the course of the late-twentieth century Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done. Arguing tirelessly for change, more than any other British sociologist it is Bernstein who presents to us education as a social right and not as a privilege. It is this objective today that makes his work so important. Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein's work against the backdrop of their own research. From teaching content and the social, cognitive and linguistic aspects of education, to changes in the political climate in the early-twenty-first century, this collection represents an open dialogue with Bernstein's work using a forward-looking and dynamic approach. Originally published in French with the explicit aim of locating Basil Bernstein's theories alongside those of Pierre Bourdieu, one of the most important European sociologists, the French editors draw together a collection that offers a diverse background and perspective on Bernstein's work and thought. This will be a relevant resource for anyone interested in Bernstein, his reception and importance, as well as individuals working in the sociology of education, theory of education and education policy.

NÚMERO ESPECIAL Nuevas Perspectivas sobre el Curriculum Escolar archivos analíticos de políticas educativas Revista académica evaluada por pares, independiente, de acceso abierto y multilingüe Abstract: Not-with-standing the current topoi of the Knowledge Society, a particular "fact" of modernity is that power is exercised less through brute force and more through systems of reason that order and classify what is known and acted on. This article explored the system of reason that orders and classifies what is talked about, thought and act on in schooling. The study of the system of reason in schooling is framed as social epistemology to consider the historically ordered, relational and socially embeddedness of knowledge as the political. This entails exploring the "reason" of science and schooling as to change social conditions that changes people. Further the school subjects of mathematics and music education are explored as an alchemy, the use of translation to...

This view of curriculum for this effect and spread among many students of the curriculum and academics still see the curriculum merely a collection of devices subject systematically arranged. And variable-variables used in the review of the curriculum tended to be mechanistic like seeing the curriculum in terms of input-process-output-outcome alone. So that tends to view the process of learning instrumental character, learning only after the achievements of technical-pragmatic. Where learning is organized solely to achieve the goals and standards that have been determined. Such an understanding is a common thing, which is taught in the dictates of lectures on curriculum. Seeing the curriculum solely as an operational tool of a mechanism running system. Therefore, as a result of curriculum studies are less sensitive to aspects which are essentially very important for the course of the learning process itself. Such a view, unable to reach out to the extent orientation designed curriculum, the interests of the content contained and no less important, he was not able to reach hidden curiculum formed outside the formal legal process, which is often beyond our expectations. But he was present and in feeling. Then inevitably, the question of the orientation of the curriculum such as the concept of link and match between education and industry often escape the reach of analysis. Yet today this phenomenon so pronounced, where the purpose and the learning process in general is designed to equip students to be ready to enter the labor market. So that education becomes

1971

Compartilhando esse livro para possibilitar acesso a outras pessoas, uma vez que foi muito difícil conseguir este material. Conhecimento deve ser público. Bons estudos! Em Knowledge and Control: New Direction for the Sociology of Education (sem tradução para a língua portuguesa), Young, em conjunto com outros autores, como Pierre Bourdieu, Basil Bernstein, Geoffrey Esland e Neil Keddie, propõe uma discussão para além de questões centradas unicamente em um currículo técnico, cujo objetivo era quase exclusivamente refletir sobre os melhores métodos e técnicas para garantir uma eficiência na organização curricular e de ensino. Assim, a NSE introduz uma forma de analisar o currículo na sua origem, direcionando a reflexão sociológica sobre as escolhas, os jogos políticos e os agentes do campo educacional que definiam o quê deve ser ensinado e como.

A critique of Michael Young's influential notion of 'powerful knowledge' as a core part of the school curriculum ‘Powerful knowledge: too weak a prop for the traditional curriculum?’ New Visions for Education Group http://www.newvisionsforeducation.org.uk/2012/05/14/powerful-knowledge-too-weak-a-prop-for-the-traditional-curriculum/