School and Society
ISBN: 9780807749852 | 0807749850
Edition: 5thFormat: Paperback
Publisher: Teachers College Pr
Pub. Date: 8/31/2009
Why Rent from Knetbooks?
Because Knetbooks knows college students. Our rental program is designed to save you time and money. Whether you need a textbook for a semester, quarter or even a summer session, we have an option for you. Simply select a rental period, enter your information and your book will be on its way!
Top 5 reasons to order all your textbooks from Knetbooks:
- We have the lowest prices on thousands of popular textbooks
- Free shipping both ways on ALL orders
- Most orders ship within 48 hours
- Need your book longer than expected? Extending your rental is simple
- Our customer support team is always here to help
Using realistic case studies, dialogues, and open-ended questions, the Fifth Edition tackles such crucial questions as: Do schools socialize students to become productive workers? - Does schooling reproduce social class and pass on ethnic and gender biases? - Can a teacher avoid passing on dominant social and cultural values? - What besides subjects do students really learn in schools?
| Acknowledgments | p. ix |
| The Relation of School to Society | p. 1 |
| What This Book is About | p. 3 |
| Factory Prep | p. 3 |
| An Imaginary Society | p. 4 |
| Three Schools of Thought | p. 6 |
| The Form of the Book | p. 8 |
| Schooling as Socialization and Progress | p. 11 |
| The Functionalist Perspective on Schooling | p. 13 |
| Functionalism | p. ... MORE |
| Equality of Educational Opportunity | p. 18 |
| Educational Reform: Three Cases | p. 19 |
| Assimilation, Political Socialization, and Modernization | p. 22 |
| For Further Inquiry | p. 26 |
| Functional Theory, Policy, and Problems | p. 27 |
| Historical Impediments and Compensatory Education | p. 28 |
| Intellectual and Cultural Impediments | p. 29 |
| Poverty | p. 32 |
| Problems with Functionalism | p. 34 |
| For Further Inquiry | p. 38 |
| Schooling as Legitimation and Reproduction | p. 39 |
| Marxist Theory and Education | p. 41 |
| Conflict Theory and Functionalism | p. 41 |
| Marxist Theory | p. 44 |
| Class Consciousness, False Consciousness, and Hegemony | p. 47 |
| Marxism, Neo-Marxism, and Education | p. 50 |
| A Neo-Marxist Interpretation of Schooling in Capitalist Society | p. 53 |
| For Further Inquiry | p. 55 |
| The Hidden Curriculum Revisited | p. 57 |
| A Theory of Cultural Reproduction | p. 60 |
| Student Subculture and the Working Class | p. 62 |
| Puzzles, Problems, and Prospects | p. 66 |
| Foucault and the Post Modern Move Beyond Marxism | p. 68 |
| Feminism as a Form of Conflict Theory | p. 71 |
| For Further Inquiry | p. 75 |
| Interpretation and the Social Function of Schooling | p. 77 |
| The Interpretivist Point of View | p. 79 |
| An Argument for the Interpretivist Point of View | p. 82 |
| The Active Quality of Mind | p. 84 |
| The Role of Interpretation in Social Science | p. 85 |
| Interpretive Scholarship in Education | p. 91 |
| For Further Inquiry | p. 94 |
| Meaning and Messages; Schooling and Socialization | p. 96 |
| Hermeneutics and Interpretation | p. 100 |
| Interpretation and Socialization | p. 102 |
| Interpretation, Socialization, and Legitimation | p. 104 |
| Objections to the Interpretivist Approach | p. 107 |
| What Is at Stake? | p. 108 |
| Cases and Disputes | p. 111 |
| Cases and Disputes | p. 113 |
| Student Government | p. 115 |
| The Roots of School Failure | p. 116 |
| The Hidden Curriculum | p. 118 |
| National Reports on Education | p. 119 |
| The Geography Lesson | p. 120 |
| Resource Allocation | p. 121 |
| College or Workforce? | p. 123 |
| Individual Differences and Equal Opportunity | p. 125 |
| Social Reproduction | p. 126 |
| Equal but Separate | p. 128 |
| Education for Work | p. 129 |
| Workforce School | p. 130 |
| Class Bias? | p. 131 |
| Social Studies | p. 132 |
| Interpretation and Ethical Relativism | p. 133 |
| The New Student | p. 134 |
| Mainstream or Not? | p. 135 |
| Social Conditioning and Freedom | p. 136 |
| Interpretation and Epistemic Relativism | p. 138 |
| A Third World School System | p. 139 |
| The Curriculum | p. 140 |
| Notes | p. 143 |
| Additional Resources | p. 147 |
| Table of Contents provided by Ingram. All Rights Reserved. |
Walter Feinberg is Professor of Educational Policy Emeritus at the University of Illinois at Urbana-Champaign. Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.
Please wait while this item is added to your cart...
