Knowledge and Identity (Record no. 1678)

MARC details
000 -LEADER
fixed length control field 02905 a2200277 4500
001 - CONTROL NUMBER
control field 1138974056
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250317100405.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 250312042016GB 3 eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781138974050
037 ## - SOURCE OF ACQUISITION
Source of stock number/acquisition Taylor & Francis
Terms of availability GBP 49.99
Form of issue BB
040 ## - CATALOGING SOURCE
Original cataloging agency 01
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
072 7# - SUBJECT CATEGORY CODE
Subject category code JNAM
Source thema
072 7# - SUBJECT CATEGORY CODE
Subject category code JNAM
Source bic
072 7# - SUBJECT CATEGORY CODE
Subject category code EDU000000
Source bisac
072 7# - SUBJECT CATEGORY CODE
Subject category code EDU037000
Source bisac
072 7# - SUBJECT CATEGORY CODE
Subject category code 306.42
Source bisac
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Gabrielle Ivinson
245 10 - TITLE STATEMENT
Title Knowledge and Identity
Remainder of title Concepts and Applications in Bernstein's Sociology
250 ## - EDITION STATEMENT
Edition statement 1
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Oxford
Name of publisher, distributor, etc. Routledge
Date of publication, distribution, etc. 20160121
300 ## - PHYSICAL DESCRIPTION
Extent 208 p
520 ## - SUMMARY, ETC.
Expansion of summary note What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using big theoretical ideas in working on local problems of employability, sustainability and citizenship. Drawing on aspects of Bernstein’s work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections: Part one extends Bernstein’s sociology of knowledge by revitalizing fundamental questions, such as: what is knowledge, how is it produced and what are its functions within education and society in late modernity? It demonstrates that big theory, like big science, provides immense resources for thinking ourselves out of crisis because, in contradistinction to micro theory, we are able to contemplate global transformations in ways which otherwise would remain unthinkable. Part two considers the new, hybrid forms of knowledge that are emerging in the gap opened up between economic markets and academic institutions across a range of countries. Bernstein said in the 1970s that schools cannot compensate for society but we might now ask: can universities compensate for the economy? Part three adds new conceptual tools to the understanding of subjectivity within Bernstein's sociology of knowledge and elaborates conceptual developments about pedagogic regulation, consciousness and embodiment. This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Brian Davies
Relationship B01
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name John Fitz
Relationship B01

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