Michael F D Young
Biographic Data
| ID | 273172 |
|---|---|
| NAME | Michael F D Young |
| GIVEN NAMES | Michael F D |
| FAMILY NAME | Young |
| SIGNATURE | YOUNG M F D |
| AFFILIATIONS | Universidade de Londres |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 244 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Reflections on sociological approaches to the question of knowledge in education
This paper discusses how the English Sociology of education attempted (with the single exception of the work of Basil Bernstein, and a very small group of scholars, mostly based in South Africa) largely failed to address the question of knowledge in education failures to develop a theory of ‘knowledge’ in education and why it was accessed by only a small minority of, mostly, the most privileged pupils. This leads to a suggestion that one possible…
Por que o conhecimento é importante para as escolas do século XXI
Neste artigo, evidencio a tendência de temor ao conhecimento, tanto no pensamento acadêmico quanto nas políticas educacionais na Inglaterra. Em vez de considerar o conhecimento como uma fonte de liberdade, de acordo com o grande filósofo do Iluminismo, identifico uma preocupante tendência a crer na experiência e considerar o conhecimento como algo do qual se deve ser "libertado". Vou explorar uma alternativa a esse "medo do conhecimento", com a i…
O futuro da educação em uma sociedade do conhecimento: O Argumento Radical Em Defesa De Um Currículo Centrado Em Disciplinas
O texto focaliza o papel, na educação, do conhecimento em si. Argumenta que, para se dar um sentido sério à importância da educação, é fundamental tornar a questão do conhecimento foco central das análises no campo da educação, o que requer o desenvolvimento de uma abordagem do currículo baseada mais no conhecimento e na disciplina e menos no aprendiz e em seus interesses. Defende, ainda, que essa é uma opção radical. O artigo sustenta que, em te…
The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis
This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular structurings of knowledge may be related to the formation of occupational identities centred in what Bernstein r…
An old problem in a new context: Rethinking the relationship between sociology and educational policy
This article is concerned with the development of social scientific knowledge (exemplified by the case of sociology of education) and its relationship to education policy. It draws on and contrasts the experience of the author in working at the interface between theory and policy in two very different contexts: the United Kingdom in the 1970s and 1990s and South Africa since 1990. It argues for attention to both the state of the intellectual fiel…
Rescuing the Sociology of Educational Knowledge from the Extremes of Voice Discourse: Towards a new theoretical basis for the sociology of the curriculum
This paper is a response to that of Moore and Muller 'The Discourse of Voice and the Problem of Knowledge and Identity in the Sociology of Education', which appeared in Volume 20 of this journal. It starts by summarising and endorsing their criticisms of 'voice discourses' but argues that their case is weakened by their failure to distinguish clearly between the 'debunking of knowledge' associated with the postmodernist theories that underpin 'vo…
The Curriculum of the Future: From the ‘New Sociology of Education’ to a Critical Theory of Learning
On the politics of educational knowledge: Some preliminary considerations with particular reference to the Schools Council∗
An attempt is made to raise some preliminary implications of recognizing the ‘political’ character of education and definitions of educational knowledge in particular, by taking the Schools Council as a case study. Following a brief review of some existing approaches to the politics and control of education, and a specification of the possible significance of the Schools Council as a critical case, a more detailed critique of current orthodoxies …
Knowledge and control: New directions for the sociology of education
[11], 289 p. 24 cm
The Educational Innovators: Vol. 2, Progressive Schools 1881-1967
Knowledge and control: New directions for the sociology of education
[11], 289 p. 24 cm
The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis
This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular structurings of knowledge may be related to the formation of occupational identities centred in what Bernstein r…
O futuro da educação em uma sociedade do conhecimento: O Argumento Radical Em Defesa De Um Currículo Centrado Em Disciplinas
O texto focaliza o papel, na educação, do conhecimento em si. Argumenta que, para se dar um sentido sério à importância da educação, é fundamental tornar a questão do conhecimento foco central das análises no campo da educação, o que requer o desenvolvimento de uma abordagem do currículo baseada mais no conhecimento e na disciplina e menos no aprendiz e em seus interesses. Defende, ainda, que essa é uma opção radical. O artigo sustenta que, em te…
Por que o conhecimento é importante para as escolas do século XXI
Neste artigo, evidencio a tendência de temor ao conhecimento, tanto no pensamento acadêmico quanto nas políticas educacionais na Inglaterra. Em vez de considerar o conhecimento como uma fonte de liberdade, de acordo com o grande filósofo do Iluminismo, identifico uma preocupante tendência a crer na experiência e considerar o conhecimento como algo do qual se deve ser "libertado". Vou explorar uma alternativa a esse "medo do conhecimento", com a i…
Rescuing the Sociology of Educational Knowledge from the Extremes of Voice Discourse: Towards a new theoretical basis for the sociology of the curriculum
This paper is a response to that of Moore and Muller 'The Discourse of Voice and the Problem of Knowledge and Identity in the Sociology of Education', which appeared in Volume 20 of this journal. It starts by summarising and endorsing their criticisms of 'voice discourses' but argues that their case is weakened by their failure to distinguish clearly between the 'debunking of knowledge' associated with the postmodernist theories that underpin 'vo…
On the politics of educational knowledge: Some preliminary considerations with particular reference to the Schools Council∗
An attempt is made to raise some preliminary implications of recognizing the ‘political’ character of education and definitions of educational knowledge in particular, by taking the Schools Council as a case study. Following a brief review of some existing approaches to the politics and control of education, and a specification of the possible significance of the Schools Council as a critical case, a more detailed critique of current orthodoxies …
An old problem in a new context: Rethinking the relationship between sociology and educational policy
This article is concerned with the development of social scientific knowledge (exemplified by the case of sociology of education) and its relationship to education policy. It draws on and contrasts the experience of the author in working at the interface between theory and policy in two very different contexts: the United Kingdom in the 1970s and 1990s and South Africa since 1990. It argues for attention to both the state of the intellectual fiel…
The Educational Innovators: Vol. 2, Progressive Schools 1881-1967
Knowledge and control: New directions for the sociology of education
[11], 289 p. 24 cm
On the politics of educational knowledge: Some preliminary considerations with particular reference to the Schools Council∗
An attempt is made to raise some preliminary implications of recognizing the ‘political’ character of education and definitions of educational knowledge in particular, by taking the Schools Council as a case study. Following a brief review of some existing approaches to the politics and control of education, and a specification of the possible significance of the Schools Council as a critical case, a more detailed critique of current orthodoxies …
The Curriculum of the Future: From the ‘New Sociology of Education’ to a Critical Theory of Learning
Rescuing the Sociology of Educational Knowledge from the Extremes of Voice Discourse: Towards a new theoretical basis for the sociology of the curriculum
This paper is a response to that of Moore and Muller 'The Discourse of Voice and the Problem of Knowledge and Identity in the Sociology of Education', which appeared in Volume 20 of this journal. It starts by summarising and endorsing their criticisms of 'voice discourses' but argues that their case is weakened by their failure to distinguish clearly between the 'debunking of knowledge' associated with the postmodernist theories that underpin 'vo…
An old problem in a new context: Rethinking the relationship between sociology and educational policy
This article is concerned with the development of social scientific knowledge (exemplified by the case of sociology of education) and its relationship to education policy. It draws on and contrasts the experience of the author in working at the interface between theory and policy in two very different contexts: the United Kingdom in the 1970s and 1990s and South Africa since 1990. It argues for attention to both the state of the intellectual fiel…
The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis
This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular structurings of knowledge may be related to the formation of occupational identities centred in what Bernstein r…
O futuro da educação em uma sociedade do conhecimento: O Argumento Radical Em Defesa De Um Currículo Centrado Em Disciplinas
O texto focaliza o papel, na educação, do conhecimento em si. Argumenta que, para se dar um sentido sério à importância da educação, é fundamental tornar a questão do conhecimento foco central das análises no campo da educação, o que requer o desenvolvimento de uma abordagem do currículo baseada mais no conhecimento e na disciplina e menos no aprendiz e em seus interesses. Defende, ainda, que essa é uma opção radical. O artigo sustenta que, em te…
Por que o conhecimento é importante para as escolas do século XXI
Neste artigo, evidencio a tendência de temor ao conhecimento, tanto no pensamento acadêmico quanto nas políticas educacionais na Inglaterra. Em vez de considerar o conhecimento como uma fonte de liberdade, de acordo com o grande filósofo do Iluminismo, identifico uma preocupante tendência a crer na experiência e considerar o conhecimento como algo do qual se deve ser "libertado". Vou explorar uma alternativa a esse "medo do conhecimento", com a i…
Reflections on sociological approaches to the question of knowledge in education
This paper discusses how the English Sociology of education attempted (with the single exception of the work of Basil Bernstein, and a very small group of scholars, mostly based in South Africa) largely failed to address the question of knowledge in education failures to develop a theory of ‘knowledge’ in education and why it was accessed by only a small minority of, mostly, the most privileged pupils. This leads to a suggestion that one possible…
Global Educational Policies and Reforms (7 works) · Educational Theory and Curriculum Studies (6 works) · Sociology (6 works) · Educator Training and Historical Pedagogy (5 works) · Social science (4 works) · Law (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works)