Search results for 'Education Social aspects' (try it on Scholar)

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  1.  4
    Daniel C. Oshi, Sarah Nakalema & Luke L. Oshi (2005). Cultural and Social Aspects of HIV/AIDS Sex Education in Secondary Schools in Nigeria. Journal of Biosocial Science 37 (2):175-183.
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  2.  1
    J. A. Mangan (1995). A Significant Social Revolution: Cross-Cultural Aspects of the Evolution of Compulsory Education. British Journal of Educational Studies 43 (4):462-462.
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  3.  29
    Robert Willmott (2002). Education Policy and Realist Social Theory: Primary Teachers, Child-Centred Philosophy, and the New Managerialism. Routledge.
    Over the last two decades, the framework of economic competitiveness has become the defining aim of education. This book thoughtfully and persuasively argues against this new vision of education.
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  4. Robert Strathdee (2008). Tertiary Education in the 21st Century: Economic Change and Social Networks. Palgrave Macmillan.
  5.  15
    Sarah Kuhn (1998). When Worlds Collide: Engineering Students Encounter Social Aspects of Production. [REVIEW] Science and Engineering Ethics 4 (4):457-472.
    To design effective and socially sensitive systems, engineers must be able to integrate a technology-based approach to engineering problems with concerns for social impact and the context of use. The conventional approach to engineering education is largely technology-based, and even when additional courses with a social orientation are added, engineering graduates are often not well prepared to design user- and context-sensitive systems. Using data from interviews with three engineering students who had significant exposure to a socially-oriented perspective (...)
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  6. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.
    Machine generated contents note: Preface (Paul Standish).Introduction: Reading R. S. Peters on Education Today (Stefaan E. Cuypers and Christopher Martin).Part I: The Conceptual Analysis of Education and Teaching.1. Was Peters Nearly Right About Education? (Robin Barrow).2. Learning Our Concepts (Megan Laverty).3. On Education and Initiation (Michael Luntley).4. Ritual, Imitation and Education in R. S. Peters (Bryan Warnick).5. Transformation and Education: the Voice of the Learner in Peters' Concept of Teaching (Andrea English).Part II: The Justification (...)
     
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  7.  5
    Jessica Smith Rolston, Skylar Huzyk Zilliox, Corinne Packard, Carl Mitcham & Brian Zaharatos (2014). Nanoethics and Policy Education: A Case Study of Social Science Coursework and Student Engagement with Emerging Technologies. NanoEthics 8 (3):217-225.
    The article analyzes the integration of a module on nanotechnology, ethics, and policy into a required second-year social science course at a technological university. It investigates not simply the effectiveness of student learning about the technical aspects of nanotechnology but about how issues explored in an interdisciplinary social science course might influence student opinions about the potential of nanotechnology to benefit the developing world. The authors find a correlation between student opinions about the risks and benefits of (...)
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  8.  10
    Rosario Jaramillo & José A. Mesa (2009). Citizenship Education as a Response to Colombia's Social and Political Context. Journal of Moral Education 38 (4):467-487.
    In response to the difficult social, economic and political problems that Colombia faces, such as inequality, discrimination, weak civil society—fuelled by illegality and drug trafficking—the Colombian Ministry of Education has embarked on an ambitious citizenship education program, with the hope of strengthening the role of education by establishing alternative solutions. This innovative program attempts to counteract Colombians' recourse to violence as a means of solving the country's endemic problems by developing the competencies of students, teachers and (...)
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  9.  1
    Gert Biesta (2016). Resisting the Seduction of the Global Education Measurement Industry: Notes on the Social Psychology of PISA. Ethics and Education 10 (3):348-360.
    The question I raise in this paper is why measurement systems such as PISA have gained so much power in contemporary education policy and practice. I explore this question from the bottom up by asking what might contribute to the ways in which people invest in systems such as PISA, that is, what are the beliefs, assumptions and desires that lead people to actively lending support to the global education measurement industry or fall for its seduction. I discuss (...)
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  10.  6
    David B. Clark (1976). The Academic, the Interpersonal, and the Role of the Teacher in Social and Moral Education. Journal of Moral Education 5 (2):145-157.
    Abstract: This paper is based on the premise that one major reason for adolescent pupil dissatisfaction in our schools is the neglect of moral and social education as an essential ingredient of all genuine education. A model is presented to demonstrate the importance of three aspects of the learning situation: academic learning, interpersonal learning and the locus of authority, in the class. This reveals four typical learning contexts which are examined in turn. It is argued that (...)
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  11.  11
    Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that (...)
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  12. John N. Hawkins & W. James Jacob (eds.) (2011). Policy Debates in Comparative, International, and Development Education. Palgrave Macmillan.
    Machine generated contents note: PART I: OVERVIEW OF KEY INTERNATIONAL EDUCATION POLICY DEBATES * PART II: THE ROLE OF POLICY IN SOCIAL JUSTICE DEBATES * PART III: POLICY DEBATES IN INTERNATIONAL HIGHER EDUCATION * PART IV: EDUCATION POLICY DEBATES WITH LASTING CONSEQUENCES.
     
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  13.  38
    Stephen J. Ball (ed.) (1990). Foucault and Education: Disciplines and Knowledge. Routledge.
    1 Introducing Monsieur Foucault Stephen J. Ball Michel Foucault is an enigma, a massively influential intellectual who steadfastly refused to align himself ...
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  14.  95
    John Dewey (1916/2004). Democracy and Education. Dover Publications.
    The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self (...)
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  15.  13
    Stephen J. Ball (2012). Foucault, Power, and Education. Routledge.
    Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy.
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  16.  16
    Gordon Tait (2013). Making Sense of Mass Education. Cambridge University Press.
    Provides comprehensive and accessible analysis of the field of mass education, assessing traditional issues and dispelling myths about the classroom.
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  17. Daniel R. DeNicola (2012). Learning to Flourish: A Philosophical Exploration of Liberal Education. Continuum.
    pt. 1. Toward a theory of liberal education. Mixed messages and false starts -- Liberal education and human flourishing -- pt. 2. Paradigms of liberal education. Transmission of culture -- Self-actualization -- Understanding the world -- Engagement with the world -- The skills of learning -- pt. 3. The values and moral aims of liberal education. Core values of liberal education -- Intrinsic value -- Educating a good person -- pt. 4. Obstacles, threats and prospects. (...)
     
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  18.  4
    Warren Midgley, Patrick Alan Danaher & Margaret Baguley (eds.) (2012). The Role of Participants in Education Research: Ethics, Epistemologies, and Methods. Routledge.
    This book explores different perspectives on the role, influence and importance of participants in education research.
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  19.  5
    Sandra Wilde (2012). Care in Education: Teaching with Understanding and Compassion. Routledge.
    Although it uncovers a tragic conflict between caring and aspects of contemporary schooling, this book offers hope for teachers.
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  20.  8
    James W. Garrison (2012). John Dewey's Philosophy of Education: An Introduction and Recontextualization for Our Times. Palgrave Macmillan.
    In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole.
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  21. Isolde Woolley (2012). In Defence of the Human in Education. Peter Lang.
  22. Vanessa Andreotti (2011). Actionable Postcolonial Theory in Education. Palgrave Macmillan.
  23. Jean Anyon (2011). Marx and Education. Routledge.
  24. P. E. Jones (2011). Marxism and Education: Renewing the Dialogue, Pedagogy, and Culture. Palgrave Macmillan.
  25. Zhuying Zhou (2011). Taiwan Education at the Crossroad: When Globalization Meets Localization. Palgrave Macmillan.
     
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  26.  26
    Joel H. Spring (2006). Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture From Socrates to Human Rights. L. Erlbaum Associates, Publishers.
    In this popular text, Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophers, from Plato to Paulo Freire, regarding the contribution of education to the creation of a democratic society. Each section focuses on an important theme: “Autocratic and Democratic Forms of Education;” “Dissenting Traditions in Education;” “The Politics of Culture;” “The Politics of Gender;” and “Education and Human Rights.” This edition features a special emphasis on human rights education. Spring advocates a legally (...)
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  27. Hugh Sockett (2011). Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions. Routledge.
    The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (...)
     
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  28.  5
    Rahat Naqvi & Hans Smits (eds.) (2011). Thinking About and Enacting Curriculum in "Frames of War". Lexington Books.
    Machine generated contents note: Table of Contents -- About the Cover -- Acknowledgments -- Introduction: The World on the Verge of a Nervous Breakdown, by Rahat Naqvi & Hans Smits -- Chapter One: Challenging the Frames of Curriculum Hans Smits & Rahat Naqvi -- Chapter Two: Facing the War in Afghanistan: A Curriculum Journey of a "Good Canadian", by David Blades -- Chapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert Nellis -- Chapter Four: Sound Curriculum: Recognizing the Field, (...)
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  29.  16
    Christelle Didier & Antoine Derouet (2013). Social Responsibility in French Engineering Education: A Historical and Sociological Analysis. Science and Engineering Ethics 19 (4):1577-1588.
    In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We (...)
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  30.  9
    Kurt Wurthmann (2013). A Social Cognitive Perspective on the Relationships Between Ethics Education, Moral Attentiveness, and PRESOR. Journal of Business Ethics 114 (1):131-153.
    This research examines the relationships between education in business ethics, Reynolds’s (J Appl Psychol 93:1027–1041, 2008) “moral attentiveness” construct, or the extent to which individuals chronically perceive and reflect on morality and moral elements in their experiences, and Singhapakdi et al.’s (J Bus Ethics 15:1131–1140, 1996) measure of perceptions of the role of ethics and social responsibility (PRESOR). Education in business ethics was found to be positively associated with the two identified factors of moral attentiveness, “reflective” and (...)
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  31.  12
    Thomas Falkenberg (2013). The Role of Reflection in Addressing the Social Responsibility Mandate of Teacher Education. Phronesis 2 (1):52-66.
    Abstract : This article makes the case that teacher’s personal qualities should be considered to be of great importance to being a teacher and that pre- and in- service teacher education has a social responsibility mandate. Developing personal qualities in teacher education is an important way in which teacher education can address its social responsibility mandate and, conversely, this mandate can provide the perspective from which the value of teacher’s personal qualities for teaching can be (...)
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  32.  11
    Bradley J. Sleeper, Kenneth C. Schneider, Paula S. Weber & James E. Weber (2006). Scale and Study of Student Attitudes Toward Business Education's Role in Addressing Social Issues. Journal of Business Ethics 68 (4):381 - 391.
    Corporations and investors are responding to recent major ethical scandals with increased attention to the social impacts of business operations. In turn, business colleges and their international accrediting body are increasing their efforts to make students more aware of the social context of corporate activity. Business education literature lacks data on student attitudes toward such education. This study found that postscandal business students, particularly women, are indeed interested in it. Their interest is positively related to their (...)
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  33.  9
    Rana Duncan-Daston, Maude Hunter-Sloan & Elise Fullmer (2013). Considering the Ethical Implications of Social Media in Social Work Education. Ethics and Information Technology 15 (1):35-43.
    The ethical implications of the explosion of social media outlets for social work education are explored in this paper. Given that social work education has a dual focus, both of educating students and of socializing practitioners into the profession, the issue of the blurring between what is social and what is professional gains particular salience for both educators and students. Recommendations for educators to ethically address the need to maintain a consistent professional presence online (...)
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  34.  5
    Bogdan Stancu, Georgel Rednic, Nicolae Ovidiu Grad, Ion Aurel Mironiuc & Claudia Diana Gherman (2016). Medical, Social and Christian Aspects in Patients with Major Lower Limb Amputations. Journal for the Study of Religions and Ideologies 15 (43):82-101.
    Lower limb major amputations are both life-saving procedures and life-changing events. Individual responses to limb loss are varied and complex, some individuals experience functional, psychological and social dysfunction, many others adjust and function well. Some patients refuse amputation for religious and/or cultural reasons. One of the greatest difficulties for a person undergoing amputation surgery is overcoming the psychological stigma that society associates with the loss of a limb. Persons who have undergone amputations are often viewed as incomplete individuals. The (...)
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  35.  8
    Steven M. Flipse, Maarten C. A. Sanden & Patricia Osseweijer (2013). The Why and How of Enabling the Integration of Social and Ethical Aspects in Research and Development. Science and Engineering Ethics 19 (3):703-725.
    New and Emerging Science and Technology (NEST) based innovations, e.g. in the field of Life Sciences or Nanotechnology, frequently raise societal and political concerns. To address these concerns NEST researchers are expected to deploy socially responsible R&D practices. This requires researchers to integrate social and ethical aspects (SEAs) in their daily work. Many methods can facilitate such integration. Still, why and how researchers should and could use SEAs remains largely unclear. In this paper we aim to relate motivations (...)
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  36.  8
    Sayantani DasGupta, Alice Fornari, Kamini Geer, Louisa Hahn, Vanita Kumar, Hyun Joon Lee, Susan Rubin & Marji Gold (2006). Medical Education for Social Justice: Paulo Freire Revisited. [REVIEW] Journal of Medical Humanities 27 (4):245-251.
    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by (...)
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  37.  17
    Melanie Walker (2003). Framing Social Justice in Education: What Does the 'Capabilities' Approach Offer? British Journal of Educational Studies 51 (2):168 - 187.
    This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other ways of (...)
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  38.  3
    Steven M. Flipse, Maarten Ca van der Sanden & Patricia Osseweijer (2013). The Why and How of Enabling the Integration of Social and Ethical Aspects in Research and Development. Science and Engineering Ethics 19 (3):703-725.
    New and Emerging Science and Technology (NEST) based innovations, e.g. in the field of Life Sciences or Nanotechnology, frequently raise societal and political concerns. To address these concerns NEST researchers are expected to deploy socially responsible R&D practices. This requires researchers to integrate social and ethical aspects (SEAs) in their daily work. Many methods can facilitate such integration. Still, why and how researchers should and could use SEAs remains largely unclear. In this paper we aim to relate motivations (...)
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  39.  4
    Cushla Kapitzke & H. A. Y. Stephen (2011). School Education as Social and Economic Governance: Responsibilising Communities Through Industry-School Engagement. Educational Philosophy and Theory 43 (10):1103-1118.
    This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education-2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state-wide industry-school partnerships with key global players in (...)
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  40.  21
    Paulo Freire (1998). Teachers as Cultural Workers: Letters to Those Who Dare Teach. Westview Press.
    Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book challenges all (...)
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  41. William E. Herfel (1999). On Social and Material Aspects of Technological Control. Science and Education 8 (1):55-62.
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  42.  28
    Douglas J. Simpson (1997). Educational Reform: A Deweyan Perspective. Garland Pub..
    This book illuminates contemporary educational reform discussions regarding teacher education programs and pre-K-12 schools by providing a clear analysis and application of John Dewey's relevant educational writings and ideas. The volume addresses issues of how future teachers should be liberally educated as well as prepared to be professional educators. Pre-K-12 education is evaluated through a Deweyan lens, involving a discussion of such topics as the teacher's responsibilities, charter schools, a common curriculum, professional development schools, new curricula, school administration, (...)
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  43.  72
    Marilyn Strathern (ed.) (2000). Audit Cultures: Anthropological Studies in Accountability, Ethics, and the Academy. Routledge.
    If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.
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  44.  41
    Paulo Freire (1994). Pedagogy of Hope: Reliving Pedagogy of the Oppressed. Continuum.
    In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...
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  45.  35
    Daniel Byrd (2013). Social Studies Education as a Moral Activity: Teaching Towards a Just Society. Educational Philosophy and Theory 44 (10):1073-1079.
    Many competing ideas exist around teaching ‘standard’ high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often fail in focusing on the kinds of sustained discourse and ideas necessary for students to develop an awareness and commitment to justice in a pluralistic society. (...)
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  46.  17
    Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss some (...)
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  47. John White (2011). Exploring Well-Being in Schools: A Guide to Making Children's Lives More Fulfilling. Routledge.
  48.  17
    Gideon Elford (forthcoming). Social Class, Merit and Equality of Opportunity in Education. Res Publica:1-18.
    The paper offers to substantiate a claim about the so-called Meritocratic Conception of how educational opportunities ought to be distributed. Such a conception holds an individual’s prospects for educational achievement may be a function of that individual’s talent or effort levels but should not be influenced by their social class background. The paper highlights the internal tension in the Meritocratic Conception between on the one hand a prohibition on the influence of social class on educational opportunities and on (...)
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  49.  8
    Ronald B. Jacobson (2012). Rethinking School Bullying: Dominance, Identity and School Culture. Routledge.
    "This book takes a new angle on a much-studied phenomenon, focusing on the role of domination and identity construction, understanding and self-knowledge, moral transformation and the social community, systems of training and hierarchy used ...
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  50.  6
    Rob Moore (2013). Basil Bernstein: The Thinker and the Field. Routledge.
    Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of ...
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