Class, Ideologies and Educational Futures

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Reference
Cover of the book Class, Ideologies and Educational Futures by D W. Livingstone, Taylor and Francis
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Author: D W. Livingstone ISBN: 9781136460937
Publisher: Taylor and Francis Publication: May 16, 2012
Imprint: Routledge Language: English
Author: D W. Livingstone
ISBN: 9781136460937
Publisher: Taylor and Francis
Publication: May 16, 2012
Imprint: Routledge
Language: English

This book provides a systematic and detailed analysis of class relations in advanced capitalist societies as a basis for understanding both class differences in educational practices and the relative effects of class and other social background factors on public attitudes toward education. Secondly, the book offers an empirically-grounded summary of the contending educational ideologies in advanced capitalism, through a discourse analysis of the public statements of spokes-persons for major class groupings. Thirdly, using the data from several public opinion surveys in Ontario, profiles of public attitudes on critical education issues are interpreted in terms of the actual effects of class and other social background factors, as well as the mediating influences of contending ideologies. Finally a general approach and array of tactics for creating practical alternative educational and social futures are illustrated through the book.

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This book provides a systematic and detailed analysis of class relations in advanced capitalist societies as a basis for understanding both class differences in educational practices and the relative effects of class and other social background factors on public attitudes toward education. Secondly, the book offers an empirically-grounded summary of the contending educational ideologies in advanced capitalism, through a discourse analysis of the public statements of spokes-persons for major class groupings. Thirdly, using the data from several public opinion surveys in Ontario, profiles of public attitudes on critical education issues are interpreted in terms of the actual effects of class and other social background factors, as well as the mediating influences of contending ideologies. Finally a general approach and array of tactics for creating practical alternative educational and social futures are illustrated through the book.

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