• Forward - Professor Hugh Lauder, University of Bath Introduction Part 1 - Theoretical Issues 1. Rescuing the Sociology of Education from the Extremes of Voice Discourse 2. Knowledge and the Curriculum in the Sociology of Education 3. Durkheim, Vygotsky and the Curriculum of the Future 4. Structure and Activity in Durkheim’s and Vygotsky's Theories of Knowledge 5. Curriculum Studies and the Problem of Knowledge; Updating the Enlightenment? 6. Education, Knowledge and the Role of the State: The Nationalization of Educational Knowledge? 7. Rethinking the Relationship Between Sociology and Educational Policy Part 2 - Applied Studies 8. Contrasting Approaches to Qualifications and their Role in Educational Reform 9. Conceptualizing Vocational Knowledge 10. Professions, Professional Knowledge and the Question of Identity: An Analytical Framework 11. Academic/Vocational Divisions and the Problem of Knowledge in Post-Compulsory Education 12. Further Education and Training College Teachers in South Africa and the UK: A Knowledge-Based Profession of the Future? 13. Experience as Knowledge? Notes on the Recognition of Prior Learning 14. The Knowledge Question and the Future of South African Education Next Steps 15. Truth and Truthfulness in the Sociology of Educational Knowledge (With Johann Muller) Endword

'Bringing Knowledge Back In provides a much-needed challenge to the pessimism of the postmodernists, to the relativism of the constructivists, and to those critical theorists who regard emancipation as but a consequence of having been exposed to emancipatory critiques...[Young] makes a very compelling case for social realism, and brings together in a most original manner a range of important epistemological and sociological perspectives, and the book relates them to a commendably wide range of current policy and practice.' - British Journal of Sociology of Education

• Forward - Professor Hugh Lauder, University of Bath Introduction Part 1 - Theoretical Issues 1. Rescuing the Sociology of Education from the Extremes of Voice Discourse 2. Knowledge and the Curriculum in the Sociology of Education 3. Durkheim, Vygotsky and the Curriculum of the Future 4. Structure and Activity in Durkheim’s and Vygotsky's Theories of Knowledge 5. Curriculum Studies and the Problem of Knowledge; Updating the Enlightenment? 6. Education, Knowledge and the Role of the State: The Nationalization of Educational Knowledge? 7. Rethinking the Relationship Between Sociology and Educational Policy Part 2 - Applied Studies 8. Contrasting Approaches to Qualifications and their Role in Educational Reform 9. Conceptualizing Vocational Knowledge 10. Professions, Professional Knowledge and the Question of Identity: An Analytical Framework 11. Academic/Vocational Divisions and the Problem of Knowledge in Post-Compulsory Education 12. Further Education and Training College Teachers in South Africa and the UK: A Knowledge-Based Profession of the Future? 13. Experience as Knowledge? Notes on the Recognition of Prior Learning 14. The Knowledge Question and the Future of South African Education Next Steps 15. Truth and Truthfulness in the Sociology of Educational Knowledge (With Johann Muller) Endword

'Bringing Knowledge Back In provides a much-needed challenge to the pessimism of the postmodernists, to the relativism of the constructivists, and to those critical theorists who regard emancipation as but a consequence of having been exposed to emancipatory critiques...[Young] makes a very compelling case for social realism, and brings together in a most original manner a range of important epistemological and sociological perspectives, and the book relates them to a commendably wide range of current policy and practice.' - British Journal of Sociology of Education

• Forward - Professor Hugh Lauder, University of Bath Introduction Part 1 - Theoretical Issues 1. Rescuing the Sociology of Education from the Extremes of Voice Discourse 2. Knowledge and the Curriculum in the Sociology of Education 3. Durkheim, Vygotsky and the Curriculum of the Future 4. Structure and Activity in Durkheim’s and Vygotsky's Theories of Knowledge 5. Curriculum Studies and the Problem of Knowledge; Updating the Enlightenment? 6. Education, Knowledge and the Role of the State: The Nationalization of Educational Knowledge? 7. Rethinking the Relationship Between Sociology and Educational Policy Part 2 - Applied Studies 8. Contrasting Approaches to Qualifications and their Role in Educational Reform 9. Conceptualizing Vocational Knowledge 10. Professions, Professional Knowledge and the Question of Identity: An Analytical Framework 11. Academic/Vocational Divisions and the Problem of Knowledge in Post-Compulsory Education 12. Further Education and Training College Teachers in South Africa and the UK: A Knowledge-Based Profession of the Future? 13. Experience as Knowledge? Notes on the Recognition of Prior Learning 14. The Knowledge Question and the Future of South African Education Next Steps 15. Truth and Truthfulness in the Sociology of Educational Knowledge (With Johann Muller) Endword

'Bringing Knowledge Back In provides a much-needed challenge to the pessimism of the postmodernists, to the relativism of the constructivists, and to those critical theorists who regard emancipation as but a consequence of having been exposed to emancipatory critiques...[Young] makes a very compelling case for social realism, and brings together in a most original manner a range of important epistemological and sociological perspectives, and the book relates them to a commendably wide range of current policy and practice.' - British Journal of Sociology of Education