Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Works of Michael Young edited by David Guile, David Lambert and Michael J. Reiss, London, Routledge, 2018, 292, £88, ISBN: 9781138675834

Cronin, CJ (2020) Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Works of Michael Young edited by David Guile, David Lambert and Michael J. Reiss, London, Routledge, 2018, 292, £88, ISBN: 9781138675834. Sport, Education and Society. ISSN 1357-3322

[img] Text
Authors pre publication version.pdf - Accepted Version
Restricted to Repository staff only until 13 September 2021.

Download (577kB)

Abstract

Curricula have been the subject of sociological consideration for some time. In the UK, this interest has recently burgeoned, driven in part by policy makers such as the Scottish and Welsh Governments who have, to greater and lesser extents, reformed their school curricula. In England specifically, the educational inspectorate, OFTSED, has also challenged teachers and school leaders to consider the intent, implementation and evaluation of their curricula. Of course, the annual ‘PISA’ rankings also prompt consideration of curricula across international contexts. Against this backdrop, Guile’s, Lambert’s and Reiss’s book is a welcome text that adds insight on the sociology of education, curriculum studies and professional knowledge. To do so, the book uses the work of Michael Young as a basis for 20 chapters by individual authors. This approach is warranted because Young has been a key figure in the sociology of education since the 1970s when he vigorously argued for social constructivist approaches to education. More recently, he has adopted a social realist perspective and argues for greater appreciation of knowledge to empower individuals with the ‘power to do something’ in their lives. The book is a scholarly response to Young’s arguments, and it provides a welcome consideration of how and why curricula may be designed and implemented to benefit learners. That said, the text is neither an introduction to Young’s work, nor a practical manual on how to design curricula. Rather, it is a well-edited collection of chapters, authored by a gamut of senior scholars, who critically challenge and extend Young’s research. Indeed, each chapter provides insights that are valuable for those who wish to theorise education, curricula and professional knowledge from sociological perspectives. Accordingly, I recommend the text to postgraduate students and academics who seek, not only to prescribe education, curricula and knowledge, but to understand it from varied theoretical perspectives.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Sport, Education and Society on 13/03/2020, available online: http://www.tandfonline.com/10.1080/13573322.2020.1740527
Uncontrolled Keywords: 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Sports & Exercise Sciences
Publisher: Taylor & Francis (Routledge)
Date Deposited: 19 Mar 2020 12:46
Last Modified: 19 Mar 2020 12:46
DOI or Identification number: 10.1080/13573322.2020.1740527
URI: http://researchonline.ljmu.ac.uk/id/eprint/12544

Actions (login required)

View Item View Item