• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Book chapters
    • View Item
    • Home
    • Griffith Research Online
    • Book chapters
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Looking back to look forwards: Expanding the sociology of education

    Author(s)
    Vitale, P
    Exley, B
    Griffith University Author(s)
    Exley, Beryl E.
    Year published
    2015
    Metadata
    Show full item record
    Abstract
    As we write these lines, sociology celebrates 50 years of the French publication of the book The Inheritors, written by Bourdieu and Passeron in 1964. This ‘classic’ was followed by a series of works in the sociology of education (mainly published in England, France and the United States) devoted to the inequalities inherent within disparate projects revolving around school democratisation.1 From the 1960s to the mid-1970s, if the paradigms of educational sociologists do not all ascribe to that of critical sociology,2 several common factors are involved in researchers’ overarching lines of enquiry: the development of statistical ...
    View more >
    As we write these lines, sociology celebrates 50 years of the French publication of the book The Inheritors, written by Bourdieu and Passeron in 1964. This ‘classic’ was followed by a series of works in the sociology of education (mainly published in England, France and the United States) devoted to the inequalities inherent within disparate projects revolving around school democratisation.1 From the 1960s to the mid-1970s, if the paradigms of educational sociologists do not all ascribe to that of critical sociology,2 several common factors are involved in researchers’ overarching lines of enquiry: the development of statistical data on schools, conferences and publication of reports on education (see Coleman, 1966, in the United States; Plowden, 1967, in the United Kingdom), the structuration of school policies around democratisation underlying theories of human capital and the dependence of the school vis-à-vis the labour market and the stratification and socioeconomic organisation of societies.
    View less >
    Book Title
    Pedagogic Rights and Democratic Education: Bernsteinian explorations of curriculum, pedagogy and assessment
    Publisher URI
    https://www.taylorfrancis.com/books/e/9781317483854/chapters/10.4324%2F9781315708768-8
    DOI
    https://doi.org/10.4324/9781315708768
    Subject
    Curriculum and pedagogy theory and development
    Publication URI
    http://hdl.handle.net/10072/374870
    Collection
    • Book chapters

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander