Social Realism, Knowledge and the Sociology of Education

Rob Moore is Senior Lecturer in Sociology of Education in the Faculty of Education, Fellow of Homerton College, and College Reader in Sociology of Education at the University of Cambridge, UK. Karl Maton is Senior Lecturer in Sociology at the Faculty of Arts, University of Sydney, Australia.

• Contributors; Acknowledgements; Introduction: Coalitions of the Mind; Chapter 1: Reconceptualizing Knowledge and the Curriculum in the Sociology of Education; Rob Moore and Michael Young; Chapter 2: Analyzing Knowledge Claims and Practices: Languages of Legitimation; Karl Maton; Chapter 3: 'Voice Discourse' and the Problem of Knowledge and Identity; Rob Moore and Johan Muller; Chapter 4: Promoting Official Pedagogic Identities: The Sacred and the Profane; John Beck; Chapter 5: Competency-based Training, Powerful Knowledge and the Working Class; Leesa VVheelahan; Chapter 6: Knowledge and Truth in the Sociology of Education; Michael Young and Johan Muller; Chapter 7: Knowledge Structures and the Canon: A Preference for Judgements; Rob Moore; Chapter 8: Canons and Progress in the Arts and Humanities: Knowers and Gazes; Karl Maton; References.

The centrality of knowledge to the sociology of education may seem obvious, but its importance has been neglected for the best part of thirty years. This book makes a persuasive case for reinstating knowledge at the heart of our field.' Geoff Whitt', Director of the Institute of Education and Professor of Education, University of London, U.K 'This book advances debates in education about the nature of knowledge and the curriculum consolidating the position of social realism. A developed social realism has been a long time in the making but now must count as the most powerful critique of relativism and social constructionism in the field: its arguments cannot be ignored.' Hugh Lauder, Professor of Education and Political Economy, University, of Bath, UK 'Social Realism, Knowledge and the Sociology of Education offers debates about schooling, teacher training, and educational equity beyond post theories such as post-structuralism and post modernism. Such theoretical work is crucial to current educational debates across the globe. 'Park Singh, Professor of Education and Dean of the Graduate Research School, Griffith University, Australia