The Routledge International Handbook of the Sociology of Education (Routledge International Handbooks of Education)

441 Pages·2010·2.65 MB·english

by  Michael W. Apple

The Routledge
International Handbook of
the Sociology of Education
Edited by
Michael W. Apple, Stephen J. Ball
and Luis Armando Gandin
First published 2010
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon., OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Avenue, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2009.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2010 Selection and editorial matter, Michael W. Apple, Stephen J. Ball and
Luis Armando Gandin; individual chapters, the contributors
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Every effort has been made to contact copyright-holders. Please advise
the publisher of any errors or omissions, and these will be corrected in
subsequent editions.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
The Routledge international handbook of the sociology of education/
edited by Michael W. Apple, Stephen J. Ball and Luis Armando Gandin.
p. cm.
Includes bibliographical references.
1. Educational sociology – Handbooks, manuals, etc. I. Apple, Michael W.
II. Ball, Stephen J. III. Gandin, Luis Armando, 1967–.
LC191.R684 2010
306.43 – dc22 2009023567
ISBN 0-203-86370-4 Master e-book ISBN
ISBN10: 0–415–48663–7 (hbk)
ISBN10: 0–203–86370–4 (ebk)
ISBN13: 978–0–415–48663–7 (hbk)
ISBN13: 978–0–203–86370–1 (ebk)

Contents
Notes on contributors ix
Acknowledgements xv
List of abbreviations xvi
Introduction 1
Mapping the sociology of education: social context, power and knowledge
Michael W. Apple, Stephen J. Ball and Luis Armando Gandin
Part 1: Perspectives and theories 13
1 ‘Spatializing’ the sociology of education: stand-points, entry-points and
vantage-points 15
Susan L. Robertson
2 Foucault and education 27
Inés Dussel
3 Education and critical race theory 37
David Gillborn and Gloria Ladson-Billings
4 The ethics of national hospitality and globally mobile researchers 48
Johannah Fahey and Jane Kenway
5 Towards a sociology of the global teacher 58
Meg Maguire
6 Codes, pedagogy and knowledge: advances in Bernsteinian sociology of education 69
Ursula Hoadley and Johan Muller
7 Social democracy, complexity and education: sociological perspectives from
welfare liberalism 79
Mark Olssen
8 The ‘new’ connectivities of digital education 90
Neil Selwyn
v
CONTENTS
9 A cheese-slicer by any other name? Shredding the sociology of inclusion 99
Roger Slee
10 The sociology of mothering 109
Carol Vincent
11 Rationalisation, disenchantment and re-enchantment: engaging with
Weber’s sociology of modernity 121
Philip A. Woods
12 Recognizing the subjects of education: engagements with Judith Butler 132
Deborah Youdell
Part 2: Social processes and practices 143
13 Doing the work of God: home schooling and gendered labor 145
Michael W. Apple
14 New states, new governance and new education policy 155
Stephen J. Ball
15 Towards a sociology of pedagogies 167
Bob Lingard
16 Families, values, and class relations: the politics of alternative certification 179
Andrew Brantlinger, Laurel Cooley and Ellen Brantlinger
17 Popular culture and the sociology of education 190
Greg Dimitriadis
18 Schooling the body in a performative culture 200
John Evans, Brian Davies and Emma Rich
19 Tracking and inequality: new directions for research and practice 213
Adam Gamoran
20 Economic globalisation, skill formation and the consequences for higher
education 229
Phillip Brown and Hugh Lauder
21 Education and the right to the city: the intersection of urban policies,
education, and poverty 241
Pauline Lipman
22 A revisited theme – middle classes and the school 253
Maria Alice Nogueira
23 Governing without governing: the formation of a European educational space 264
António Nóvoa
24 The university in the twenty-first century: toward a democratic and
emancipatory university reform 274
Boaventura de Sousa Santos
vi
CONTENTS
Part 3: Inequalities and resistances 283
25 The Indian middle classes and educational advantage: family strategies
and practices 285
Geetha B. Nambissan
26 Equality and social justice: the university as a site of struggle 296
Kathleen Lynch, Margaret Crean and Marie Moran
27 Educational organizations and gender in times of uncertainty 306
Jill Blackmore
28 Bringing Bourdieu to ‘widening participation’ policies in higher education:
a UK case analysis 318
Pat Thomson
29 The sociology of elite education 329
Agnès van Zanten
30 The dialogic sociology of the learning communities 340
Ramón Flecha
31 The democratization of governance in the Citizen School project: building
a new notion of accountability in education 349
Luis Armando Gandin
32 Syncretism and hybridity: schooling, language, and race and students from
non-dominant communities 358
Kris D. Gutiérrez, Arshad Ali and Cecilia Henríquez
33 Dilemmas of race-rememory buried alive: popular education, nation,
and diaspora in critical education 370
Grace Livingston
34 Momentum and melancholia: women in higher education internationally 384
Louise Morley
35 Sociology, social class and education 396
Diane Reay
36 Interfaces between the sociology of education and the studies about
youth in Brazil 405
Marília Pontes Sposito
37 Social class and schooling 414
Lois Weis
vii

Contributors
Editors
Michael W. Apple is the John Bascom Professor of Curriculum and Instruction and
Educational Policy Studies at the University of Wisconsin, Madison. Among his most recent
books are Educating the ‘right’ way: markets, standards, God, and inequality, The subaltern speak:
curriculum, power, and educational struggles, Democratic schools: lessons in powerful education, and The
Routledge international handbook of critical education.
Stephen J. Ball is Karl Mannheim Professor of Sociology of Education at the Institute of
Education, University of London, and Fellow of the British Academy. His work uses sociology
in the analysis of education policy. Recent books include Education plc(Routledge, 2007) and
The education debate (Policy Press, 2008).
Luis Armando Gandin is Professor of Sociology of Education at the Federal University
of Rio Grande do Sul in Brazil. He is one of the editors of Currículo sem Fronteiras and
Editor-in-Chief of Educação & Realidade. Professor Gandin has published several books in
Brazil and Portugal and is one of the editors of The Routledge international handbook of critical
education.
Contributors
Arshad Ali is a doctoral candidate at UCLA’s Graduate School of Education and Information
Studies. His current research explores the construction of the label ‘Muslim’ as an emerging
racial and political marker in the United States. Arshad earned a Bachelor’s degree in Sociology
from UCLA, graduating cum laude with College Honors, and a Master’s degree in Education
from Harvard University, with a focus on pedagogy and educational policy. He has served as
the founding director of MAPS, a UCLA-based outreach program working with students in
south and west Los Angeles.
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