Power, Meaning and Identity: critical sociology of education in the United States
Power, Meaning and Identity: critical sociology of education in the United States
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权力、意义和身份：美国教育的批判社会学
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发表时间：
1996
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影响因子：
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通讯作者：
M. Apple
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文献类型：
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作者：
M. Apple
美国教育社会学在理论和方法论倾向、研究目的和政治敏感性等方面存在着极大的差异。本文描述了一些最有趣的最近的发展在美国批判导向的教育社会学。它特别关注意义政治的工作。它讨论了课程社会学中的代表性例子。然后，它采取了“批判”和“后现代/后结构”的批评话语分析，身份政治，政治经济学和劳动过程，种族形成的工作。最后，它的结论与批评和后现代/后结构社区之间的方法论，概念和政治上的持续紧张关系的讨论。
Abstract The sociology of education in the US is extremely varied in its theoretical and methodological tendencies, its visions of what research is for, and its political sensibilities. This article describes a number of the most interesting recent developments within critically‐oriented sociology of education in the US. It pays particular attention to work on the politics of meaning. It discusses representative examples within the sociology of curriculum. It then takes up ‘critical’ and ‘postmodern/poststructural’ work on critical discourse analysis, identity politics, political economy and the labor process, and racial formation. Finally, it concludes with a discussion of the continuing tensions between the critical and postmodern/poststructural communities methodologically, conceptually, and politically.