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Author:   Hugh Lauder (University of Bath, UK) ,  Michael Young (Institute of Education, University of London, UK) ,  Harry Daniels (University of Bath, UK) ,  Maria Balarin (University of Bath, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 1.80cm , Length: 23.40cm
Weight:   0.416kg
ISBN:  

9780415615075

ISBN 10:   0415615070
Pages:   252
Publication Date:   06 January 2012
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction: 1. Educating for The Knowledge Economy? Critical Perspectives Section I The ‘knowledge economy’ and Education 2. Globalisation, Crisis and the Political Economy of the International Monetary (Dis)Order 3. The Global Auction, Skill Bias Theory and Graduate Incomes: Reflections on Methodology 4. ‘Openness’ and the Global Knowledge Commons: An Emerging Mode of Social Production for Education and Science 5. Learning and Contradiction Across Boundaries Section II: Knowledge and the Economy 6. The Educational Revolution and the Transformation of Work 7. Forms of Knowledge and Curriculum Coherence 8. Education, Globalisation and the ‘voice of knowledge’ 9. The problem with Competency Based Training (and why constructivism makes things worse) Section III: Pedagogy, Assessment, the Demands of the Knowledge Economy and Social Justice? 10. Numbers in Grids of Intelligibility: Making Sense of How Educational Truth is Told 11. Assessing Educational Reform: Accountability, standards and the utility of qualifications 12. School and the Pupils’ Work 13. Social Class and School Knowledge: revisiting the sociology and politics of the curriculum in the 21st century

Reviews

My final judgment? The book is well timed and a fascinating read that should appeal to those who have a penchant to read perspectives that challenge dominant views. It should be a useful source to policy makers seeking to embrace critical perspectives about issues that are often taken for granted. - Kenneth Dipholo, International Journal of Lifelong Education

My final judgment? The book is well timed and a fascinating read that should appeal to those who have a penchant to read perspectives that challenge dominant views. It should be a useful source to policy makers seeking to embrace critical perspectives about issues that are often taken for granted. - Kenneth Dipholo, International Journal of Lifelong Educationã

Author Information

Hugh Lauder is Professor of Education and Political Economy at the University of Bath. Michael Young is Professor of Education at the Institute of Education and Visiting Professor at the University of Bath. Harry Daniels is Professor and Head of the Centre for Sociocultural and Activity Theory at the University of Bath. Maria Balarin is Lecturer in Education, University of Bath. John Lowe is Lecturer in Education, University of Bath.

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