1: Seeing Knowledge and Knowers: Social realism and Legitimation Code Theory 2: Languages of Legitimation: The curious case of British cultural studies 3: The Epistemic--Pedagogic Device: Breaks and continuities in the social sciences and mathematics 4: Knowledge--Knower Structures: What’s at stake in the ‘two cultures’ debate, why school Music is unpopular, and what unites such diverse issues 5: Gazes: Canons, knowers and progress in the arts and humanities 6: Semantic Gravity: Cumulative learning in professional education and school English 7: Semantic Density: How to build cumulative knowledge in social science 8: Cosmologies: How to win friends and influence people 9: Insights, Gazes, Lenses and the 4-K Model: Fiercely-fought struggles and fundamental shifts in fields 10: Building a Realist Sociology of Education: To be continued …
University of Sydney University of London
"this fascinating, wide-ranging, and internally coherent book will
be of the greatest interest to sociologists and education policy
scholars, and in particular to those appreciating the need to
question how and why the state of the sociology of education and
its impact can and should be enhanced" - Journal of Education
Policy: Ernst Buyl, Faculty of Political and Social Sciences,
Educational Support Office, Ghent University, Belgium
'This tour-de-force will set the agenda for the future of the
sociology of education. Maton’s writing is always engaging and
thought-provoking. The book offers nothing less than a new approach
to the morphology of sociological knowledge itself - a
"must-read".'- Professor Michael Grenfell, Trinity College,
University of Dublin, Ireland'A truly majestic contribution that
advances fundamentally the ideas of Basil Bernstein and Pierre
Bourdieu. It is a formidable piece of work: imaginative,
thought-provoking, intellectually out-reaching, and will surely
constitute essential reading across the social sciences.'-
Professor John Evans, University of Loughborough, UK'For decades
sociology has been the missing link in discourse analyses of social
context. Maton’s inspirational volume consolidates a sociology of
immense theoretical insight and undaunted analytical precision to
make this blind-spot obsolete. Theory is every scholar’s best
friend; social theory of this order is a very best friend indeed.'-
Professor J.R. Martin, University of Sydney, Australia‘this book is
for those who want to take learning and knowledge in a new
direction’- Professor Jill Thistlethwaite, University of Technology
Sydney, in Journal of Interprofessional Care'This monograph is best
described as a guidebook―the journey is carefully signposted and
there is much encouragement for the traveller―and I expect that its
impact on higher education studies is going to be significant.' -
Professor Jennifer Case, University of Cape Town, South Africa, in
Higher Education‘rich, layered, and highly imaginative…a major
contribution…Social inclusion and achievement for all learners can
be enhanced as our knowledge about knowledge and knowledge building
is enhanced. This book certainly helps us move towards realising
this aim.'- Dr Graham McPhail, University of Auckland, New Zealand,
in Pacific-Asian Education ‘the scope and ambition of Maton’s work
is remarkable and should be taken seriously … Knowledge and Knowers
represents a significant contribution to the sociology of
education’ - Dr Brian Barrett, SUNY, Cortland, USA, in Educational
Theory‘This highly stimulating volume… is a must-read. LCT forms
…an attempt to build a systematic sociology of education with
strong explanatory power with regards to knowledge in education and
policy… this fascinating, wide-ranging, and internally coherent
book will be of the greatest interest to sociologists and education
policy scholars.’- Ernst Buyl, Ghent University, Belgium in Journal
of Education Policy‘Knowledge and Knowers is lucid, generous and
written with elegance and conviction…. provocative,
thought-inducing and generative; offering a powerful, multi-faceted
array of analytical tools to the project of cumulative knowledge
building’- Fiona Jackson,University of Kwazulu-Natal, South Africa,
in Journal of Education"It is a must-read for students of the
sociology of education, and for scholars who find that their
current approaches may not be providing the answers they need." -
Sherran ClarenceUniversity of the Western Cape
Ask a Question About this Product More... |