ABSTRACT

This book explores the decline of the teaching of epistemic, conceptual knowledge in schools, its replacement with everyday social knowledge, and its relation to changes in the division of labor within the global economy. It argues that the emphasis on social knowledge in postmodern and social constructionist pedagogy compounds the problem, and examines the consequences of these changes for educational opportunity and democracy itself.

chapter |17 pages

The Politics of Knowledge

chapter |13 pages

Localisation

chapter |10 pages

Trust and the National Imaginary

chapter |13 pages

Knowledge and Authority

chapter |13 pages

Social Relations of Symbolic Production

chapter |15 pages

Social Relations of Trust

chapter |14 pages

Knowledge and Culturalism

chapter |9 pages

Localised Knowledge

chapter |11 pages

Controlling Knowledge

chapter |12 pages

What Should Be Taught at School