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| Autor/in | Carspecken, Phil |
|---|---|
| Titel | The Theory of Community Education. A Social-Theoretical Critique. |
| Quelle | (1987), (39 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Community Education; Educational Change; Educational History; Educational Sociology; Educational Trends; Elementary Secondary Education; Parent Role; Political Power; Power Structure; Social Control; Social Structure |
| Abstract | A large body of literature was reviewed to examine the concept of community education. The review was based on the sociological concept of power as it pertains to education--how power enters into educational institutions through formal decision-making procedures, methods of assessment, and views of knowledge. The study began with a schematic review of literature on the sociology of education to set the context for a discussion of the notion of community education. The study found that many researchers were concerned with the relationship of schooling to social inequality and suggested, explicitly or implicitly, ways of changing education toward a situation of greater equality. It also found that community education locates domination and power in the decision-making processes that affect curriculum and instruction. Curriculum and instruction, in turn, produce in the majority of working class pupils a sense of failure and incompetence. Advocates of community education thus view the school in ways that promote combining learning with social action. However, there are theoretical objections and practical problems with community education, such as parental attitudes, power, examinations, pupil resistance, and lack of resources. These problems may stem from limitations in the implicit theory of power used by advocates of community education. (An extensive, 302-item reference list is provided in this paper.) (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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