From Innocence to Inquiry
A Social Reproduction Framework
Bibliographic Data
| ID | 4308228 |
|---|---|
| Authors | Paul Lawrence Farber (Pennsylvania State University), Paul Farber, Paul Wilson (0000-0002-2657-5780, Pennsylvania State University), Gail Holm (0000-0001-9706-8906, Pennsylvania State University), Gunilla Holm |
| Year | 1989 |
| Volume | 40 |
| Issue | 1 |
| Pages | 45-50 |
| Publication date | 1989-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718904000110 |
| OpenAlex | W1999017933 |
| Language | EN |
| References cited | 17 |
Prospects for reform in teacher educa tion are limited by prevailing views of the function of schooling. The authors argue that the concept of education as social reproduction illuminates prac tices in teacher education (particularly in reading instruction) that foster stu dent failure and inequality. They assert that the social reproduction framework can have practical significance in re orienting all teacher education practices
Biology · Function (biology) · Inequality · Innocence · Mathematics education · Pedagogy · Political science · Psychoanalysis · Reading (process) · Reproduction · Social reform · Social reproduction · Social science · Sociology · Teacher education · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Law · Psychology · Teacher Education and Leadership Studies
Schooling and work in the democratic state
Empowering Minority Students
Teaching Student Teachers to Reflect
Student Social Class and Teacher Expectations
Ideology and Curriculum
Theory and Resistance in Education
Analyzing Determinations
Guided Oral Reading and Miscue Focused Verbal Feedback in Second-Grade Classrooms
An Examination of Ability Grouping for Reading Instruction
Understanding Education
The Transformation of the School
| Citation velocity | historical |
|---|---|
| Highly cited | No |