1. Introduction 2. Performance Pedagogies and Individualised Learning 3. Researching Pupil Voice and Pupil Message 4. Confidence and Learning Identities 5. Marginalisation and Inclusion in the Classroom 6. Controlling Learning: Setting the Pace and Choosing the Content 7. Social Inequalities (Re)formed
Madeleine Arnot is Fellow of Jesus College, Professor of Sociology of Education at the University of Cambridge and Fellow of the Academy of Social Sciences. She is an internationally recognised expert on gender issues in education, equality policies and citizenship education and has published key pieces on Bernstein's sociology of pedagogy. Diane Reay has recently been appointed Professor of Education at the University of Cambridge. She is currently Professor of Education at London Metropolitan University. She is an internationally renowned expert on social class in education but has researched widely across gender, race and class issues in education.
'At a time when there is so much talk of co-design and personalisation in an uncritical and romantic manner by policy makers, this text will provide a much needed breath of analytical air to bear on a major policy move,' Harry Daniels, University of Bath, UK'The outline indicates that this will be a valuable book that will fill a niche in an area of growing interest. In terms of the level at which this is pitched ie practice-based but presenting a strong theoretical framework, I know of no comparable book in current publication ... Further, there is currently much international interest in issues of 'student voice' and this attention is growing (for a diversity of reasons). In the broadest sense, such 'student voice' and 'student action' interests within curriculum and pedagogy studies go beyond the intended scope of this book; in fact, the proposed book could be criticised for limiting itself to a relatively 'safe' end of the debate, by appearing to focus solely on 'consulting pupils'. However, when one examines the outlined contents, it is apparent that the discussion and analysis presented here both explicitly and implicitly go beyond that, opening doors to an understanding of the ways in which students may be increasingly empowered to exercise their 'pedagogical rights'. While practical ideas about pedagogical and curriculum reform are not canvassed, they are not far away ... I would guess that the principal market for this book would still lie within the Education courses of Universities, particularly where studies of the 'social foundations of education' survive the pruning of educational technocrats. Most Universities within Australia that have Education Faculties would have a subject or course relevant to the topic, and/or graduate students undertaking studies in related areas. The bridge between sociological theory and practical application (pacing , choosing content, gender-related initiatives) should serve to broaden the appeal and has implications for the form of marketing within those faculties.' Roger Holdsworth, 'This is a timely and potentially important book:
Ask a Question About this Product More... |