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Education, Change and Society 4th Revised edition [Minkštas viršelis]

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(Professor of Education, University of Sydney), , , (Associate Professor, University of Sydney), (Associate Professor, ), (Lecturer, Cambridge University), , (Emeritus Professor, University of Sydney), , (Senior Lecturer, University of Sydney)
  • Formatas: Paperback / softback, 576 pages, aukštis x plotis x storis: 248x205x25 mm, weight: 1018 g
  • Išleidimo metai: 04-Dec-2017
  • Leidėjas: OUP Australia and New Zealand
  • ISBN-10: 0190309768
  • ISBN-13: 9780190309763
Kitos knygos pagal šią temą:
Education, Change and Society 4th Revised editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 576 pages, aukštis x plotis x storis: 248x205x25 mm, weight: 1018 g
  • Išleidimo metai: 04-Dec-2017
  • Leidėjas: OUP Australia and New Zealand
  • ISBN-10: 0190309768
  • ISBN-13: 9780190309763
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780190309763.html
Raktažodžiai:
Now in its fourth edition, Education, Change and Society continues to help readers situate educational activity in its broad social and policy contexts. The study of education can do more than help us understand how individuals may learn and how teachers should teach. This book encourages discussion and debate, and points to issues that are highly significant for an understanding of education today.

This book encourages discussion and debate, and points to issues that are highly significant for an understanding of Australian education today. Questions raised in this book include: What impact has globalisation had on Australian schools? How do Aboriginal students experience Australian schools? Why are Australian schools funded in such peculiar ways? Why did state, private and corporate schools emerge as they did in Australia? How do social class and gender differences affect schooling and its outcomes? How do cultural differences affect the schooling of students and their communities? How does the world of education in cities differ from that in regional, rural and remote schools? How does what is taught in schools-the curriculum-relate to the preceding questions? What constitutes the work of teachers, and can teachers 'make a difference'?

It has never been more important for students of education to be able to understand the connections between the local and the global in explaining contemporary educational change. But it is not enough to understand the connection between local and international events: This book will help students appreciate how the Australian system has been shaped over time, and how this has influenced the current institutions and policies that comprise the state of education today.
Editor and contributors ix
Acknowledgments xii
Introduction xiii
1 Young People And School
1(20)
Debra Hayes
Introduction
2(1)
Schools, teachers and families
2(9)
Different families---different lives
11(3)
Feeling `at home' in school
14(3)
Power and cultural groups
17(1)
Conclusion
18(3)
2 Growing Up
21(22)
Kellie Burns
Helen Proctor
Arathi Sriprakash
Introduction
21(2)
Constructing childhood and young people
23(3)
Developmentalism: a universal story about `growing up'?
26(4)
Young people and the `making' of adulthoods
30(3)
`Growing up' at school
33(6)
Conclusion
39(4)
3 Youth Transitions
43(31)
Margaret Vickers
Introduction
44(1)
Changing patterns of secondary education
45(18)
Expanding participation in higher education
63(1)
Family strategies
64(2)
Reconfiguring work and reconstructing masculinities
66(2)
Conclusion
68(6)
4 The City And The Bush
74(38)
Anthony Welch
Introduction: fractures in the Australian landscape
75(2)
Economic, social and political fractures
77(6)
History of rural education
83(6)
Regional difference and educational opportunity in the current era
89(2)
Patterns of participation
91(7)
Rural refugees
98(2)
Prospects, policy and social capital
100(5)
Conclusion
105(7)
5 Social Class And Inequality
112(27)
Arathi Sriprakash
Helen Proctor
Introduction
113(1)
Conceptualising social class
114(4)
Understanding the relationship between schooling and social class
118(6)
Managing social class inequalities through education; from meritocracy to the rule of markets
124(10)
Challenging social class inequality: thinking sociologically about schooling practices
134(1)
Conclusion
135(4)
6 Cultural Difference And Identity
139(50)
Anthony Welch
Introduction
140(1)
Culture, language and identity in Australian education
141(7)
Australia's migration history
148(8)
Implications for education
156(1)
The cultures of Australian education
156(13)
Effective multiculturalism in education: policies, programs and parameters
169(3)
Refugees and education
172(6)
Conclusion
178(11)
7 Indigenous Education
189(39)
Dennis Foley
Introduction
189(2)
History of Indigenous education
191(7)
Disparities in the Australian education system
198(3)
Indigenous identity
201(5)
Background knowledge on Aboriginal education
206(1)
Contemporary issues in Indigenous education
207(6)
The teacher's toolbox: working with Indigenous students
213(8)
Conclusion
221(7)
8 Gender
228(35)
Remy Low
Kellie Burns
Introduction
229(3)
Sex
232(11)
Gender
243(11)
Sexuality
254(4)
Conclusion
258(5)
9 Making Education Policy
263(42)
Anthony Welch
Introduction: making policy, making democracy
264(1)
Understanding the policy process: policy in practice
265(3)
Politics of reform or the reform of politics? The changing nature of the state
268(8)
The rise of economics: markets, managerialism and the knowledge economy
276(13)
Diverting risk
289(2)
Diverting funds
291(7)
Conclusion
298(7)
10 School Systems And School Choice
305(28)
Helen Proctor
Arathi Sriprakash
Introduction
307(1)
Public and private schools
308(3)
Who goes where?
311(2)
School markets and school choice
313(3)
The operation of school choice
316(4)
School funding in Australia
320(8)
Conclusion
328(5)
11 Curriculum
333(28)
Nicole Mockler
Introduction: does Australia have a national curriculum?
333(2)
What is curriculum?
335(1)
Approaches to curriculum design
335(1)
Curriculum: the big questions
336(2)
From intended to enacted curriculum
338(1)
Teachers and curricular decision-making
339(3)
Differentiating and negotiating the curriculum
342(2)
Curriculum in Australia
344(10)
Conclusion: teachers and curriculum work
354(7)
12 Teachers
361(27)
Nicole Mockler
Raewyn Connell
Introduction: images of teachers
361(2)
Teachers' daily work
363(6)
The teaching workforce
369(2)
Teaching as an occupation
371(3)
Wages and conditions
374(2)
Teacher organisations
376(2)
Supervision and management
378(2)
Teachers' careers
380(3)
Conclusion
383(5)
13 Globalisation
388(19)
Nigel Bagnall
Introduction
389(1)
What is globalisation?
389(2)
Historical background and theories of globalisation
391(6)
Australia in the global marketplace
397(2)
International educational standards
399(1)
International curriculum
400(3)
Conclusion
403(4)
14 Researching Education
407(30)
Susan Groundwater-Smith
Nicole Mockler
Introduction
407(3)
Teachers reading research
410(12)
(Student) teachers doing research
422(15)
Conclusion 437(4)
Glossary 441(6)
Index 447
Anthony Welch (Editor) - Professor of Education, University of Sydney

Raewyn Connell - Emeritus Professor, University of Sydney

Nicole Mockler - Senior Lecturer, School of Education and Social Work, University of Sydney

Arathi Sriprakash - Lecturer in Sociology of Education, Cambridge University

Helen Proctor - Associate Professor and a Future Fellow, School of Education and Social Work, University of Sydney

Debra Hayes - Associate Professor, School of Education and Social Work, University of Sydney

Dennis Foley - Professor, School of Management, University of Canberra

Margaret Vickers - Emeritus Professor of Education, University of Western Sydney

Nigel Bagnall - Associate Professor, School of Education and Social Work, University of Sydney

Kellie Burns - Senior Lecturer, School of Education and Social Work, University of Sydney

Remy Low - Lecturer, School of Education and Social Work, University of Sydney

Susan Groundwater-Smith - Honorary Professor, School of Education and Social Work, University of Sydney