ABSTRACT

The previous chapter discussed the political and economic forces behind localisation explaining how structural changes to the global economy led to the reconfiguration of class relations and to a shift away from universal- ism. Those changes to the division of labour are implicated in what knowl- edge is taught in schools and higher education and to whom. The role of the symbolic “product” of knowledge in class relations of production was of course as much a feature of industrial capitalism as it is of contempo- rary financial capitalism. This means that understanding education’s role in society requires a sociological understanding of economic processes and how those processes are regulated at the national level. This is the reason I focus on explaining those processes in these first few chapters before dis- cussing the nature of the knowledge that should be taught in schools.