Educating for the Knowledge Economy?: Critical Perspectives

ISBN-13: 9780415615075 / Angielski / Miękka / 2012 / 252 str.

Hugh Lauder

Opis

Leading scholars from the US, the UK, Australia and New Zealand nterrogate the assumptions and links between the different elements of education and how they might relate to the economy.

Recenzje

"My final judgment? The book is well timed and a fascinating read that should appeal to those who have a penchant to read perspectives that challenge dominant views. It should be a useful source to policy makers seeking to embrace critical perspectives about issues that are often taken for granted."- Kenneth Dipholo, International Journal of Lifelong Education　

Spis treści

Introduction: 1. Educating for The Knowledge Economy? Critical Perspectives  Section I The ‘knowledge economy’ and Education  2. Globalisation, Crisis and the Political Economy of the International Monetary (Dis)Order  3. The Global Auction, Skill Bias Theory and Graduate Incomes: Reflections on Methodology  4. ‘Openness’ and the Global Knowledge Commons: An Emerging Mode of Social Production for Education and Science  5. Learning and Contradiction Across Boundaries  Section II: Knowledge and the Economy  6. The Educational Revolution and the Transformation of Work  7. Forms of Knowledge and Curriculum Coherence  8. Education, Globalisation and the ‘voice of knowledge’  9. The problem with Competency Based Training (and why constructivism makes things worse)  Section III: Pedagogy, Assessment, the Demands of the Knowledge Economy and Social Justice?   10. Numbers in Grids of Intelligibility: Making Sense of How Educational Truth is Told  11. Assessing Educational Reform: Accountability, standards and the utility of qualifications  12. School and the Pupils’ Work  13. Social Class and School Knowledge: revisiting the sociology and politics of the curriculum in the 21^st century

O autorze

Hugh Lauder is Professor of Education and Political Economy at the University of Bath.

Michael Young is Professor of Education at the Institute of Education and Visiting Professor at the University of Bath.

Harry Daniels is Professor and Head of the Centre for Sociocultural and Activity Theory at the University of Bath.

Maria Balarin is Lecturer in Education, University of Bath.

John Lowe is Lecturer in Education, University of Bath.