The manner in which we variously come to an understanding of our world presents problems for us all, but the unified method by which we ought best to acquire such knowledge represents the particular problem of contemporary education. This important book seeks to explore some of the underlying practises and assumptions that go to produce and sustain both such sets of activities. As a result of its concerns with the social organization of knowledge at all levels, the sociology of education has become a central form of much contemporary sociological theory. All the papers in this collection are formulations of a ‘reflexive’ method of theorizing within sociology of education. This is a mode of address, deriving partly from social phenomenology, which seeks to display the grounds of the theorists’ speech as itself an essential feature of any informative dialogue. Major themes in education and in sociology are considered in this way, including the social form of rationality, the constitution of curricula, normative beliefs about Learning, the nature of literary study as liberal education and the character of scientific knowledge in the social world.

This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described. The opening chapters deal with the phenomenological perspective in the sociology of education, discussing its adoption of a phenomenological model of man, its use of anthropological studies, the importance of classroom studies, and its rejection of the ‘liberal’ philosophy of education. The aim is to show the significance of these ideas for education, with a discussion of the concept of alienation and schooling, developments in Marxism such as the focus on the mode of production and the labour process, and the political economy of education.

The sociology of education has been at the forefront of new developments in sociological theory. This book examines and criticizes a number of these new developments and discusses some empirical work on issues of current concern. One of the few books that integrates radical and critical sociology into the field of education, it deals with the resultant difficulties. The topics covered include cultural deprivation, ideologies in education, classrooms, the teaching profession and the history of women’s education.

This book explores the complex social assumptions and values that underlie research programmes about schools. The analysis of educational research draws upon American and European scholarships in the sociology of knowledge, social philosophy and the history and sociology of science. The discussion considers first the communal, crafts and social characteristics of educational research. Three research models empirical-analytic, symbolic or linguistic and critical sciences are given attention. The discussion of the three research models is to illuminate how the constellation of commitments, assumptions and practices inter-relate to perform a paradigm giving different and conflicting definitions to the meaning of educational theory and to the use of the particular techniques of enquiry. The social role of educational research and the researcher is also considered.

Index to selected publications of the Combined Arms Center.

A labor lawyer and publicist of weight in the Weimar Republic, Franz Neumann devoted his 21-year exile, after 1933, to understanding the failure of arrangements supposed to be in the line of social progress. He sought to delineate a new conception of democracy as a vehicle of social change. A remarkably effective teacher in the last years of his life, Neumann was also a gifted learner, whose negotiations with a series of forceful thinkers enabled him to work toward a promising intellectual strategy in political thinking. Learning from Franz L. Neumann examines Neumann’s social and political theory in the context of his career as a practitioner, learner and teacher

Reason, and the need to Be Rational, are essential dimensions of society and the organizations we live and work in. Yet the 'rationalization' of working and administrative processes, or the 'rationality' studied in social sciences, is all too often, used, understood, and interpreted in an extremely narrow sense. Reason's Neglect does three things. Firstly, it argues that rationality is a leitmotif of organization studies, but one that has often been neglected. Secondly, it deploys Foucault's work to recover the neglected dimensions of rationality. In doing this, it allows for a revisionary exploration of key subjects in organization studies: organization theory, bureaucracy, technology, culture, practice, etc. Finally, the book presents the case of new rational management techniques being introduced in an organization, allowing individuals to 'speak for themselves', and examining how they respond to these innovations, and how they make sense of them. Arguing that rationality should be seen as disembedded, embedded, or embodied, each chapter goes on to explore a different aspect of reason, such as economic, bureaucratic, technocratic, institutional, or contextual. Clearly written and structured, yet an engaged and challenging approach to the study of organizations in society, Reason's Neglect is an iconoclastic book.

Research at the intersection of social networks and strategic management identifies a range of performance-enhancing network position advantages - access to partners, information, innovation, and resources - that are distributed differentially across network positions. This book discusses network processes.