Neoliberal reforms, knowledge and the sociology of education: What concept of knowledge is behind neoliberal education reforms, and what are the organizational principles underlying this type of knowledge?

• Authors: Bratland Erik

Title variants

PL

Reformy neoliberalne, wiedza i socjologia edukacji. Jakie pojęcie wiedzy kryje się za reformami edukacji neoliberalnej i jakie są zasady organizacyjne leżące u podstaw tego rodzaju wiedzy?

• Languages of publication: PL EN

Abstracts

PL

Obecne reformy neoliberalne nadały szkole nową treść, kładąc silny nacisk na umiejętności i kompetencje, których wymaga społeczeństwo wiedzy. Socjologia edukacji jest słabo przygotowana, aby sprostać tym zmianom. Aby zbadać treść neoliberalnych reform edukacji i ich dalsze skutki, w artykule przytoczono teorie Bernsteina jako nową teorię wiedzy w edukacji. Artykuł przedstawia również aspekty realizmu społecznego i Uzasadnioną Teorię Kodu Matona, według których, formy jakie przybiera wiedza, będą miały kluczowe znaczenie dla możliwości budowania przez uczniów skumulowanej i przekraczającej kontekst wiedzy w ramach edukacji i poza nią. W artykule podano przykłady neoliberalnych reform edukacji w Norwegii i Australii, wskazując w jaki sposób specjalistyczna wiedza jest wypychana z edukacji.

EN

The current neoliberal reforms have given school a new content, with strong emphasis on skills and competencies, which the knowledge society allegedly requires. The sociology of education is poorly equipped to meet this development. To examine the content of neoliberal education reforms and their further effects, the paper calls for, in line with Bernstein, a new theory of knowledge in education. This paper is based on social realism and Maton's Legitimate Code Theory, claiming that the forms knowledge takes will be crucial for students’ opportunities to build cumulative and contextexceeding knowledge inside and outside education. Providing examples from neoliberal education reforms in Norway and Australia, this paper demonstrates how specialized knowledge is being pushed out of education.

Keywords

PL

neoliberalne reformy edukacji; wiedza; socjologia edukacji; uzasadniona teoria kodu; specjalizacja LCT; semantyka LCT

EN

neoliberal education reforms; knowledge; sociology of education; Legitimate Code Theory; LCT-specialization; LCT-semantics

• Publisher: "Pedagogium" Wydawnictwo OR Towarzystwa Wiedzy Powszechnej w Szczecinie
• Journal: Edukacja Humanistyczna
• Year: 2019
• Issue: 2
• Pages: 151-168

Dates

published

2019-12-20

Contributors

author

Bratland Erik

• Nord University Norway

References

• Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers(41), 0_1-33.
• Bernstein, B. (1990). Class, codes and control: 4: The structuring of pedagogic discourse. London: Routledge & Kegan Paul.
• Bernstein, B. (1996). Pedagogy, symbolic control and identity: theory, research, critique. London: Taylor & Francis.
• Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education., 20 (2), 157-173.
• Bernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research, critique. Lanham: Rowman & Littlefield.
• Bernstein, B. (2001). From pedagogies to knowledges. In A. Morais (Ed.), Towards a sociology of pedagogy: the contribution of Basil Bernstein to research (Vol. vol. 23, pp. 363-384). New York: Peter Lang.
• Bratland, E. (2018a). Code clash and code match in education: why does the government's digitalization strategy clash with teachers' knowledge practices in school subjects? In (pp. 23-39). Toruń: Wydawnictwo Adam Marszalek, 2018.
• Bratland, E. (2018b). Tecnology and education: Why do students still need access to specialized knowledge? In E. Baron-Polańczyk (Ed.), ICT in educatinal design (Vol. 12, pp. 37-49): Zialona Gora University Press.
• Bratland, E. (2017). Professional knowledge in education: What kind of organizational principles are behind the knowledge practices, and what are the conditions for developing this knowledge? Prolemy Profesjonlogii, pp. 167-177.
• Bratland, E., Siemieniecka, D., & Siemieniecki, B. (2016). Knowledge, ICT and education: a variety of perspectives. Toruń: Wydawnictwo Adam Marszałek.
• Chen, R., Maton, K. & Bennett, S.. (2011). Absenting discipline: Constructivist approaches in online learning. In F. Christie, F. Christi, & K. Maton (Eds.), Disciplinarity: functional linguistic and sociological perspectives.
• Christie, F., & Martin, J. R. (Eds.). (2008). Language, knowledge and pedagogy: functional linguistic and sociological perspectives. London;,New York: Continuum.
• Clarke, L., & Winch, C. (2004). Apprenticeship and Applied Theoretical Knowledge. Educational Philosophy and Theory, 36(5), 509-521. doi:10.1111/j.1469-5812.2004.087_1.x.
• Gamble, J. (2004). Retreiving the general from the particular: The structure of craft knowledge. In A. Morais, B. Davies, & J. Muller (Eds.), Reading Bernstein, researching Bernstein (pp. 189-203). London: RoutledgeFalmer.
• Howard, S., & Maton, K. (2011). Theorising Knowledge Practices: A Missing Piece of the Educational Technology Puzzle. Research in Learning Technology, 19 (3), 191-206. doi:10.1080/21567069.2011.624170.
• Krumsvik, R. J., & Wenger, E. (2009). Learning in the network society and the digitized school. New York: Nova Science Publishers.
• Kunnskapsdepartementet. (2017). Framtid, fornyelse og digitalisering. Digitaliseringsstrategi for grunnopplæringen 2017-2021. Oslo.
• Lauder, H., et. al (Ed.) (2012). Educating for the knowledge economy?: critical perspectives. London: Routledge.
• Maton, K. (2011). Theories and things: The semantics of disiplinarity. In F. Christie & K. Maton (Eds.), Disciplinarity (pp. 62-84).
• Maton, K. (2014). Knowledge and knowers: towards a realist sociology of education. New York: Routledge.
• Maton, K., Hood, S., & Shay, S. (2016). Knowledge-building: educational studies in legitimation code theory: Routledge, Taylor & Francis Group.
• Maton, K., & Muller, J. (2008). A sociology for the transmission of knowledges In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy: functional linguistic and sociological perspectives (pp. 14-33). London;,New York: Continuum.
• Moore, R. (2006). Knowledge, power and educational reform: applying the sociology of Basil Bernstein. New York: Routledge.
• Moore, R. (2013). Social Realism and the problem of the problem of knowledge in the sociology of education. British Journal of Sociology of Education, 34(3), 333-353. doi:10.1080/01425692.2012.714251.
• Moore, R., & Maton, K. (2001). Founding the sociology of knowledge: Basil Bernstein, intellectual fields and the epistemic device. In A. Morais (Ed.), Towards a sociology of pedagogy: the contribution of Basil Bernstein to research (Vol. vol. 23). New York: Peter Lang.
• Moore, R., & Muller, J. (2010). "Voice Discourse" and the Problem of Knowledge and Identity. In K. Maton & R. Moore (Eds.), Social realism, knowledge and the sociology of education: coalitions of the mind (pp. 60-80). London: Continuum.
• Norges Utdannings- og forskningsdepartement. (2004). Program for digital kompetanse 2004-2008. Oslo: Utdannings- og forskningsdepartementet.
• Selwyn, N. (2016). Is technology good for education? Cambridge: Polity.
• Shay, S. (2013). Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view. British Journal of Sociology of Education, 34(4), 563-582.doi:10.1080/01425692.2012.722285.
• UFD. (2006). Kunnskapsløftet: læreplan for grunnskolen og videregående opplæring (LK06).. Oslo: UFD.
• Wheelahan, L. (2010). Why knowledge matters in curriculum: a social realist argument. London: Routledge.
• Young, M. F. D. (2008). Bringing knowledge back in: from social constructivism to social realism in the sociology of education. London: Routledge.
• Skagen, K. (2014). Digitalisering som statlig avdidaktisering av klasserommet. Norsk pedagogisk tidsskrift, 98(6).

Identifiers

ISSN

1507-4943