Statement of responsibility: edited by Hugh Lauder ... [et al.]
ISBN: 0203817699, 0415615062, 0415615070, 9780203817698, 9780415615068, 9780415615075
Intended audience: Specialized.
Includes bibliographical references and index.
x, 249 p. : ill. ; 24 cm.
Education Economic aspects.; Industry.; Knowledge workers.; Education and globalization.; Vocational education; Staff development; Labour supply; Educational policy
- Introduction:1.Educating for The Knowledge Economy? Critical Perspectives Hugh Lauder, Michael Young, Harry Daniels, Maria Balarin and John Lowe
- Section I The 'knowledge economy' and Education
- 2. Globalisation, Crisis and the Political Economy of the International Monetary (Dis)Order Ankie Hoogvelt
- 3. The Global Auction, Skill Bias Theory and Graduate Incomes: Reflections on Methodology Hugh Lauder, Phillip Brown and Gerbrand Tholen
- 4. 'Openness' and the Global Knowledge Commons: An Emerging Mode of Social Production for Education and Science Michael A. Peters
- 5. Learning and Contradiction Across Boundaries Harry Daniels
- Section II: Knowledge and the Economy
- 6. The Educational Revolution and the Transformation of Work David P. Baker
- 7. Forms of Knowledge and Curriculum Coherence Johan Muller
- 8. Education, Globalisation and the 'voice of knowledge' Michael Young
- 9. The problem with Competency Based Training (and why constructivism makes things worse) Leesa Wheelahan
- Section III: Pedagogy, Assessment, the Demands of the Knowledge Economy and Social Justice?
- 10. Numbers in Grids of Intelligibility: Making Sense of How Educational Truth is Told Thomas S. Popkewitz
- 11. Assessing Educational Reform: Accountability, standards and the utility of qualifications Harry Torrance
- 12. School and the Pupils' Work Bernard Charlot
- 13. Social Class and School Knowledge: revisiting the sociology and politics of the curriculum in the 21stcentury Geoff Whitty
"My final judgment? The book is well timed and a fascinating read that should appeal to those who have a penchant to read perspectives that challenge dominant views. It should be a useful source to policy makers seeking to embrace critical perspectives about issues that are often taken for granted."-Kenneth Dipholo, International Journal of Lifelong Education