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Product Description
Education: Culture, Economy, and Society is a book for everyone concerned with the social study of education: students studying the sociology of education, foundations of education, educational policy, and other related courses. It aims to establish the social study of education at the centre stage of political and sociological debate about post-industrial societies. In examining major changes which have taken place in the late twentieth century, it gives students a comprehensive introduction to both the nature of these changes and to their interpretation in relation to long-standing debates within education, sociology, and cultural studies. The extensive editorial introduction outlines the major theoretical approaches within the sociology of education, assesses their contribution to an adequate understanding of the changing educational context, and sets out the key issues and areas for future research. The 52 papers in this wide-ranging thematic reader bring together the most powerful work in education into an international dialogue which is sure to become a classic text.
About the Author
A H Halsey is Emeritus Fellow of Nuffield College, Oxford, and a Fellow of the British Academy. His books include Change in British Society (now in its fourth edition) and Decline of Donnish Dominion, both published by OUP.
Hugh Lauder is Professor of Education at the School of Education, University of Bath.
Phillip Brown is at the University of Kent at Canterbury.
Professor Amy Stuart Wells is at the University of California.
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First Sentence
Commonly held assumptions about the role of education are now in question due to the economic, cultural, and social transformation of pos-industrial societies. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
Commonly held assumptions about the role of education are now in question due to the economic, cultural, and social transformation of pos-industrial societies. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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Most Helpful Customer Reviews
Format:Paperback
While this is now a few years old, it's still very topical. Wide range of essays from quality people on current and important issues in sociology of education. If you wanted to get a really good idea of what the field is about - as well as some in-depth analysis - this is about the place to start.
This is a classic, and anyone interested in this area should have a copy.
This is a classic, and anyone interested in this area should have a copy.
Most Helpful Customer Reviews on Amazon.com (beta)
Amazon.com:
1 review
2 of 2 people found the following review helpful
A bit too broad in scope
2 Jun 2009
Format:Paperback|Amazon Verified Purchase
When I was looking for a worthy successor to Karabel and Halsey's rather badly dated Power and Ideology in Education, I found Halsey et al.'s Education, Culture, Economy, Society. I have adopted it as a basic text, along with four or five monographs, for a course in the sociology of education for master's students from a broad range of disciplines. Almost all of them are from majors outside the social sciences, such as nursing, journalism, dietetics, exercise science, and athletic administration. As a result, they are unfamiliar with the issues discussed in the Halsey et al. reader, and find the material moderately difficult.
I do not use the entire text, but select sections that deal with the demise of the Era of the Social Contract, the dominance of contextual factors over education as an institution, and limitations on what can be accomplished through investment in education. For the most part, students find these sections counter-intuitive, but upon reflection they help them make sense of their circumstances, especially why investments in education are not paying off as well as they once did. School-bashers are disabused of misleading conventional wisdom as to the putative decline of public education, and students become less inclined to blame themselves for not quite measuring up to the level they had expected. The chapter by Levin and Kelly titled Can Education Do it Alone? is especially useful.
Along the way, we manage to debunk the myth of meritocracy; contextualize and thereby render thoroughly dubious James Coleman's influential article Social Capital in the Pursuit of Human Capital; and we come to grips with the distinction between class conflict and status group conflict, learning to recognize the latter and understand its consequences.
In my view, this is a lot to accomplish in one course for students unschooled in the social sciences, and the Halsey reader is a valuable instructional tool in this process. However, the book covers such a broad range of disparate issues in education that the focus we found was of our own making. Thanks to Halsey and his colleagues for the needed material, by all means. But a bit more thematic coherence in the selection of work to be included and topics to be addressed would have been useful.
I do not use the entire text, but select sections that deal with the demise of the Era of the Social Contract, the dominance of contextual factors over education as an institution, and limitations on what can be accomplished through investment in education. For the most part, students find these sections counter-intuitive, but upon reflection they help them make sense of their circumstances, especially why investments in education are not paying off as well as they once did. School-bashers are disabused of misleading conventional wisdom as to the putative decline of public education, and students become less inclined to blame themselves for not quite measuring up to the level they had expected. The chapter by Levin and Kelly titled Can Education Do it Alone? is especially useful.
Along the way, we manage to debunk the myth of meritocracy; contextualize and thereby render thoroughly dubious James Coleman's influential article Social Capital in the Pursuit of Human Capital; and we come to grips with the distinction between class conflict and status group conflict, learning to recognize the latter and understand its consequences.
In my view, this is a lot to accomplish in one course for students unschooled in the social sciences, and the Halsey reader is a valuable instructional tool in this process. However, the book covers such a broad range of disparate issues in education that the focus we found was of our own making. Thanks to Halsey and his colleagues for the needed material, by all means. But a bit more thematic coherence in the selection of work to be included and topics to be addressed would have been useful.
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