Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest. This is a concern to explore the ways in which notions of the relations between theory and practice, between belief and action, can be used to develop three kinds of sensitivity in the sociology of education. A sensitivity towards how school systems are created, maintained and made to function; towards developing a more refined, critical and constructive awareness of the reliability and validity of descriptions, analyses and explanations offered in this field of study; and a sensitivity towards the ways in which changes take place within the education system and how the insights and realisations generated in the discipline might be used to control such occurrences.

chapter |10 pages


ByLen Barton, Roland Meighan, Stephen Walker

chapter |17 pages

Curricular Form and the Logic of Technical Control

Building the Possessive Individual
ByMichael Apple

chapter |15 pages

Contradiction and Reproduction in Educational Theory

ByHerbert Gintis, Samuel Bowles

chapter |13 pages

Schooling for Change

Function, Correspondence and Cause
ByTony Edwards

chapter |12 pages

The Limits of Curricular Experience

An Analysis of Experience and Possibility 1
ByP. W. Musgrave

chapter |19 pages

Contradiction and Change in Educational Practices

ByJanet Strivens

chapter |17 pages

Teacher Ideologies and Pupil Disaffection

ByRosemary Chessum

chapter |21 pages

Locations of Learning and Ideologies of Education

Some Issues Raised by a Study of Education Otherwise
ByRoland Meighan, Christine Brown

chapter |15 pages

Curricula are Social Processes 1

ByGary Easthope

chapter |27 pages

Towards a New Socialist Sociology of Education

ByDavid Reynolds, Michael Sullivan