Knowledge and Control—New Explorations in Educational Sociology

Author: (English) Mike F. D. Young, translated by Xie Weihe and others
Publisher:
Publish Date: 2002-08-01
Features: The shift from a traditional focus on allocation and educational organizations to a focus on curriculum and teaching issues is a research trend pursued by researchers in English-speaking countries. The introduction of this book into China marks the internationalization of Chinese educational sociology. This book brings curriculum and teaching issues into the study of educational sociology, marking the arrival of a new era in the field. It views the organization of knowledge in the curriculum as a social construction; the three information systems of curriculum, teaching, and evaluation are the forms of realization of the encoding of educational knowledge, and their implementation process reflects how a society selects, categorizes, allocates, and transmits public knowledge. Knowledge stratification reflects the relationship between the distribution of knowledge and the distribution of social power. Researching these issues has strong practical, theoretical, and policy significance for the curriculum reform of basic education in our country. From this book, we can see that: , knowledge should be applied in the curriculum, involving the selection, organization, and evaluation of knowledge. Second, educational knowledge is realized through the three information systems of curriculum, teaching, and evaluation, reflecting the principles of power distribution and social control. Third, knowledge stratification undoubtedly reflects the curriculum knowledge of schools, which is the most focused area in educational sociology.