What in the digital era is knowledge? Who has knowledge and whose knowledge has value? 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.
What in the digital era is knowledge? Who has knowledge and whose knowledge has value? 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.
Gabrielle Ivinson is Senior Lecturer, University of Cardiff, UK. Brian Davies is Emeritus Professor, University of Cardiff, UK. John Fitz is Emeritus Professor, University of Cardiff, UK.
Inhaltsangabe
Introduction 1. From Monasteries to Markets Part I: Knowledge and Knowers in Late Modernity 2. Knowledge Building3. Social Life in Disciplines 4. Knowledge Theory and Practice Part II: Shifting Cargo 5. Changing Knowledge in Higher Education6. Teachers' Conceptions of Knowledge and Pedagogical Practices in Higher Education7. Curriculum Development Processes in a Journalism and Media Studies Department 8. Vocational Qualifications and Access to KnowledgePart III: Multiply Anchored Subjectivities 9. 'Psychic Defenses' and Institutionalised Formations of Knowledge10. Positioning the Regulative Order11. Berstein, Body Pedagogies and the Corporeal Device
Introduction 1. From Monasteries to Markets Part I: Knowledge and Knowers in Late Modernity 2. Knowledge Building3. Social Life in Disciplines 4. Knowledge Theory and Practice Part II: Shifting Cargo 5. Changing Knowledge in Higher Education6. Teachers' Conceptions of Knowledge and Pedagogical Practices in Higher Education7. Curriculum Development Processes in a Journalism and Media Studies Department 8. Vocational Qualifications and Access to KnowledgePart III: Multiply Anchored Subjectivities 9. 'Psychic Defenses' and Institutionalised Formations of Knowledge10. Positioning the Regulative Order11. Berstein, Body Pedagogies and the Corporeal Device
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