The Shifting Powers of Educational Knowledge: Power Relations between Sociology and Economics of Education

Autor/inn/en	Allais, Stephanie; Shalem, Yael
Titel	The Shifting Powers of Educational Knowledge: Power Relations between Sociology and Economics of Education
Quelle	In: Journal of Curriculum Studies, 53 (2021) 2, S.197-211 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.1887362
Schlagwörter	Power Structure; Outcomes of Education; Educational Improvement; Educational Policy; Equal Education; Educational Sociology; Poverty; Economic Factors; Developing Nations; Educational History; Political Power; Educational Development; Educational Change; Foreign Countries; Africa + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Bildungssoziologie; Erziehungssoziologie; Armut; Ökonomischer Faktor; Developing country; Developing countries; Entwicklungsland; History of education; Bildungsgeschichte; Politische Macht; Bildungsentwicklung; Bildungsreform; Ausland; Afrika
Abstract	This paper considers the 'hope' and 'disappointments' experienced over time about the results of rapid educational expansion, as well as the research agenda which aims to improve educational outcomes in the developing world and particularly in Africa. Our interest is in the development and nature of policy-oriented bodies of knowledge that address the issue of educational inequality in poor countries. More specifically, we examine the state of knowledge production in sociology of education in relation to the question of educational inequality. We do this through an exploration of its interface with economics of education, starting with an examination of literature in the developed world. We argue that there was an initial collaboration in the 1950s, shifting to something of a separation from the 1980s, to what could be seen as a colonization of education in research on developing countries. This is facilitated by the way in which sociology of education has developed into silos of topic-based research--reducing its explanatory and political power. Some silos are marginalized, and some are dominated by claims on 'what works' produced by economists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01