| Record ID | marc_columbia/Columbia-extract-20221130-009.mrc:253834006:5860 |
| Source | marc_columbia |
| Download Link | /show-records/marc_columbia/Columbia-extract-20221130-009.mrc:253834006:5860?format=raw |
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001 4241362
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020 $a0203183401$q(electronic bk.)
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043 $af-sa---
050 4 $aLC191.8.S6$bM84 2000eb
055 13 $aLC191.8.S6$bM84 2000eb
072 7 $aEDU$x034000$2bisacsh
072 7 $aEDU$x001000$2bisacsh
082 04 $a379.68$221
049 $aZCUA
100 1 $aMuller, Johan.
245 10 $aReclaiming knowledge :$bsocial theory, curriculum, and education policy /$cJohan Muller.
260 $aLondon ;$aNew York :$bRoutledge,$c2000.
300 $a1 online resource (x, 173 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $adata file$2rda
490 1 $aKnowledge, identity, and school life series ;$v8
505 00 $tFirst and Last Interpreters --$tGlobalization, Innovation and Knowledge --$tWhat Knowledge is of Most Worth for the Millennial Citizen? --$tSchooling and Everyday Life --$tIntimations of Boundlessness --$tWell-tempered Learner --$tCritics and Reconstructors --$tBeyond Unkept Promises --$tReason, Reality and Public Trust.
520 1 $a"Reclaiming Knowledge reasserts the importance of a strong view of knowledge for a robust sociology of knowledge, for analysing and formulating curricula, and for a responsible approach to education policy." "A recurring theme of the book is that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalised it into a set of sceptical claims about reality itself. This has had pernicious effects upon the formulation of policy, the practice of education and the conduct of government."
520 8 $a"Divided into three sections, the first section provides a general introduction to the notion of knowledge as a dynamic set of social interpretations which converge or diverge under certain conditions. The second section considers the issue of economic globalisation, and asks whether there are special requirements for thought and knowledge in such a world. Section three considers the emergence of new forms of thinking about curriculum and pedagogy, and the possibilities and limits of these forms of thinking. Section four does the same for policy formulation and analysis. The central question underlying each investigation is: how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?"--Jacket.
504 $aIncludes bibliographical references.
588 0 $aPrint version record.
546 $aEnglish.
650 0 $aEducational sociology$zSouth Africa.
650 0 $aEducation and state$zSouth Africa.
650 0 $aCurriculum planning$zSouth Africa.
650 0 $aKnowledge, Sociology of.
650 6 $aSociologie de l'éducation$zAfrique du Sud.
650 6 $aÉducation$xPolitique gouvernementale$zAfrique du Sud.
650 6 $aSociologie de la connaissance.
650 7 $asociology of knowledge.$2aat
650 7 $aEDUCATION$xEducational Policy & Reform$xGeneral.$2bisacsh
650 7 $aEDUCATION$xAdministration$xGeneral.$2bisacsh
650 7 $aCurriculum planning.$2fast$0(OCoLC)fst00885382
650 7 $aEducation and state.$2fast$0(OCoLC)fst00902835
650 7 $aEducational sociology.$2fast$0(OCoLC)fst00903596
650 7 $aKnowledge, Sociology of.$2fast$0(OCoLC)fst00988190
651 7 $aSouth Africa.$2fast$0(OCoLC)fst01204616
655 0 $aElectronic books.
655 4 $aElectronic books.
776 08 $iPrint version:$aMuller, Johan.$tReclaiming knowledge.$dLondon ; New York : Routledge, 2000$z0750709588$w(DLC) 00025485$w(OCoLC)43569500
830 0 $aKnowledge, identity, and school life series ;$v8.
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4241362$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS