Defining the future
An interrogation of education and time
Bibliographic Data
| ID | 11166257 |
|---|---|
| Authors | Samuel L Gray (0000-0001-9198-8269, University of Cambridge, corresponding author), Sandra Leaton Gray |
| Year | 2004 |
| Volume | 25 |
| Issue | 3 |
| Pages | 323-340 |
| Publication date | 2004-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142569042000216972 |
| OpenAlex | W2138769012 |
| Language | EN |
| Citations received | 6 |
| References cited | 8 |
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these models is vital if we are to understand how teaching professionals think about the future. The paper addresses the following questions: How does time affects education? What influence does this have on educational outcomes? How does this relate to public policy initiatives? Assuming a tacit, collective understanding of time and the future can undermine the very policy intentions a government might be seeking to promulgate
Education policy · Epistemology · Government (linguistics · Higher education · Interrogation · Political science · Public policy · Public relations · Sociology · Work (physics · Education Systems and Policy · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Law
Concevoir la complexité temporelle en éducation dans une perspective critique
Precarious, debilitated and ordinary
Post-schooling the elite
The social construction of time in contemporary education
Young pupils’ articulations of time spent in school in the wake of a policy reform
Emotional Governance, Digital Compliance and the Restructuring of Professionalism in Schools
| Citations per year | 0.67 |
|---|---|
| Citation span | 2017 - 2026 (10) |
| Highly cited | No |