By Michael W. Apple, Stephen J. Ball, Luis Armando Gandin
ISBN-10: 0415486637
ISBN-13: 9780415486637
This assortment brings jointly some of the world’s prime sociologists of schooling to discover and deal with key matters and issues in the self-discipline. The thirty-seven newly commissioned chapters draw upon idea and study to supply new bills of latest academic procedures, international tendencies, and altering and enduring kinds of social clash and social inequality.
The learn, performed via top overseas students within the box, shows that complexly interrelated agendas are discernible within the warmth and noise of academic switch over the past twenty-five years. the 1st rests on a transparent articulation through the kingdom of its specifications of schooling. the second one promotes at the least the looks of larger autonomy at the a part of academic associations within the supply of these standards.
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Extra info for The Routledge International Handbook of the Sociology of Education
Sample text
The following assumptions are key: that, ontologically, space is social and real; that spaces are social relations stretched out; and that space is socially produced. 15 SUSAN L. ROBERTSON Epistemologically, space can be known through particular categories of ideas, as ‘perceived’, ‘conceived’ and ‘lived’ (Lefebvre, 1991), or as ‘absolute’, ‘relative’ and ‘relational’ (Harvey, 2006). These two framings will be developed in this chapter. Spaces are dynamic, overlapping and changing, in a shifting geometry of power (Massey, 1994).
Massey’s (2005: 147) relational politics of space is also more in tune with Lefebvre’s, of a framing imagination – like ‘anOther’ – that keeps things more open to negotiation, and that takes fuller account of the ‘constant and conflictual process of the constitution of the social, both human and non-human’ (2005: 147). In Massey’s view (2005: 148), this is not to give ground to the modernist project, of no space and all time, or the postmodern project, of all space and no time, but to argue for configurations of multiple histories, multiple entanglements, multiple geographies, out of which difference is constituted, and where differences count.
On the other hand, many of his gestures have been welcomed by those seeking to renew sociological practices, especially when he looked for regularities and patterns of social discourses that simultaneously accounted for singularities, when he sought to problematize and historicize what we conceive of as “the social,” and when he rejected prescriptive and judicial positions about social events. He intended to “address ‘practices’ as a domain of analysis, approach the study from the angle of ‘what was done’” (Foucault, 2003c: 4).
The Routledge International Handbook of the Sociology of Education by Michael W. Apple, Stephen J. Ball, Luis Armando Gandin
by George
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