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Power and Ideology in EducationFrom Oxford University Press
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The thirty-seven articles of this volume provide an interdisciplinary approach to the understanding of educational institutions in modern society. Written by historians, anthropologists, sociologists, and economists, they create a synthesis of the variety of theoretical perspectives and
methodological approaches now competing for attention in educational research.
- Sales Rank: #1111348 in Books
- Published on: 1977-05-26
- Released on: 1977-05-26
- Ingredients: Example Ingredients
- Original language: English
- Number of items: 1
- Dimensions: 6.50" h x 1.22" w x 9.19" l, 2.24 pounds
- Binding: Paperback
- 688 pages
Review
"A must book if one is to understand American education as an institution of ideas and domination. All people who want to be teachers must read it."--Macario Franco Ortiz, Evergreen Valley College
"An important reference and source of inspiration for advanced students and scholars in the field for at least the next half decade and probably longer."--Contemporary Sociology
"The best work of its kind...Far more than a sampler of valuable materials, though it is that, too."--Social Forces
"Comprehensive in scope, fluid and coherent in style. Raises the key issues, yet provides considerable detail."--Philip Lesser, The Ohio State University
"Excellent selection of original and existing articles. Well integrated by their thoughtful introductory chapter and by their prefaces to each section."--C. H. Persell, New York University
"Super book! Lots of my favorite literature in one place."--Thomas Wiggins, University of Oklahoma
"An excellent collection of readings with a creative and intelligent introduction. Their judicious and sensitive selection of readings represents contemporary developments in the sociology of education."--Harvard Educational Review
About the Author
Jerome Karabel is at University of California, Berkeley. A. H. Halsey is at Nuffield College, Oxford.
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Power and Ideology in Education was first published in the same year as Bowles and Gintis' Schooling in Capitalist America and Willis' Learning to Labor. As such, it was part of a learned and exciting effort to place schooling in an inter-institutional context. Rather than focus on schooling as an autonomous institution charged with serving as an engine of thoroughgoing social reform, Karabel and Halsey's reader made clear that education was inextricably tied to other institutions, and that its potential for fostering social change had long been grossly exaggerated. Education was secondary to and served other, more powerful institutions, especially the economy.
The relentless school-bashing that began in the mid-1970's had little or nothing to do with the quality of public education. Instead, changes in labor markets fostered by out-sourcing, down-sizing, internationalization, and ongoing technological developments sharply reduced the number of jobs that paid a family's living wage and offered a decent benefit package. With the exception of a few authors on the left, students of schooling determinedly failed to see this and blamed education for undercutting the gains working people had made since the end of World War II. This misguided human capital theoretic mindset has persisted until today, even espoused by Barack Obama.
Karabel and Halsey's reader remains useful, but it is now badly dated. Halsey et al.'s 1997 reader is so topically diffuse and lacking in theoretical focus that it is not an ideal follow-up, but it's the best one available.
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