James Avis develops an important argument in this wide-ranging book, in which questions of social justice play a central role. He explores the socio-economic and policy context of education in advanced capitalist societies, and indicates the manner in which the rhetoric of policy-makers distorts the way in which skill is marshalled in the economy. The result is that oppressive and exploitative features of paid labour are underplayed in this rhetoric. He examines the lived experiences of teachers and students in post-compulsory education and explores their contradictory positions. If questions of social justice are to be addressed, an economically driven model of education should be rejected in favour of one that is politically engaged and utilises an expansive model of practice, extending into the wider society.
| ISBN | 0826486932 | | Pages | 216 | | ISBN13 | 9780826486936
(What's this?) | | Volumes | 1 | | Publisher | Continuum International Publishing Group Ltd. | | Weight (grammes) | 482 | | Imprint | Continuum International Publishing Group Ltd. | | Published in | London | | Format | Hardback | | Series title | Continuum Studies in Lifelong Learning | | Publication date | 12 Apr 2007 | | Height (mm) | 234 | | Library of Congress | 2006025600 | | Width (mm) | 156 | | DEWEY | 379.41 | | Spine width (mm) | 14 | | DEWEY edition | DC22 | | Academic level | Professional / Scholarly |
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1. Introduction: Education, Policy and Social Justice; 2. Fordism, post-Fordism and Beyond; 3. Work-based Learning and Social Justice: 'Learning to Labour' and the New Vocationalism; 4. Learner Dispositions: Continuity and Change; 5. Teachers and the Transformation of Practice; 6. Knowledge, Curriculum and Power; 7. Social Justice, Post-compulsory Education and Practice; 8. Conclusion: Education, Policy and Social Justice.
'Stimulating and readable... a detailed and insightful commentary on education policy and research over several decades, this book makes its own distinct analytical contribution to this project, and as such deserves to be read by all interested in the purpose and nature of education within wider society.' Professor Jeremy Higham University of Leeds, UK --,
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