Author
David Field
Bio: David Field is an academic researcher. The author has contributed to research in topics: Working class. The author has an hindex of 1, co-authored 1 publications receiving 168 citations.
Topics: Working class
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01 Jan 2011
TL;DR: Critical theory retains its ability to disrupt and hallenge the status quo, and elicits highly charged emotions of all types as discussed by the authors, such as fierce loyalty from its roponents, vehement hostility from its detractors.
Abstract: Some 70 years after its development in Frankfurt, Germany, critical theory retains its ability to disrupt and hallenge the status quo. In the process, it elicits highlycharged emotions of all types—fierce loyalty from its roponents, vehement hostility from its detractors. Such vibrantly polar reactions indicate at the very least that critical theory still matters. We can be against critical theory or for it, but, especially at the present historical uncture, we cannot be without it.
2,871 citations
TL;DR: The authors argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students, arguing that the argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults' ideas about the conceptualization and practice of education.
Abstract: This article argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students. The argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults’ ideas about the conceptualization and practice of education. This article outlines and critiques a variety of recent attempts to listen to students, including constructivist and critical pedagogies, postmodern and poststructural feminisms, educational researchers’ and social critics’ work, and recent developments in the medical and legal realms, almost all of which continue to unfold within and reinforce adults’ frames of reference. This discussion contextualizes what the author argues are the twin challenges of authorizing student perspectives: a change in mindset and changes in the structures in educational relationships and institutions.
938 citations
TL;DR: The logic-of-enquiry of participant observation has been used to do justice to the contradictions of our society in an adequate confrontation of the theoretical and political problems which they pose.
Abstract: ion, but will bear fruit to the extent that ways are found to do justice to the contradictions of our society in an adequate confrontation of the theoretical and political problems which they pose. The logic-of-enquiry of participant observation 233
718 citations
Book•
01 Jan 1995
TL;DR: Casey as discussed by the authors explored the effects of contemporary practices of work on the self and found that changes currently occuring in the world of work are part of the vast social and cultural changes that are challenging the meta trends of modern industrialism.
Abstract: Despite recent interest in the effects of restructuring and redesigning the work place, the link between individual identity and structural change has usually been asserted rather than demonstrated. Through an extensive review of data from field work in a multi-national corporation Catherine Casey changes this. She knows that changes currently occuring in the world of work are part of the vast social and cultural changes that are challenging the meta trends of modern industrialism. These events affect what people do everyday, and they are altering relations among ourselves and with the physical world. This valuable book is not only a critical analysis of the transformations occurring in the world of work, but an exploration of the effects of contemporary practices of work on the self.
540 citations
TL;DR: Boyer, 1978, Katz, 1983, Patterson, 1986, and Fishman, 1988 as mentioned in this paper argued that the urban ghetto is a nefarious place that disrupts and corrupts social life, especially among the lower classes.
Abstract: Three deep-seated proclivities or premises have dominated the recent debate on racial division and urban poverty in the United States. These premises are rooted in longstanding American conceptions of the poor — and particularly the black poor — as morally defective and of the city as a nefarious place that disrupts and corrupts social life, especially among the lower classes (Boyer, 1978; Katz, 1983; Patterson, 1986; Fishman, 1988). Endowed with plausibility by the weight of cultural history and intellectual inertia, reinforced by an individualistic national idiom that de-emphasizes class and euphemizes ethno-racial domination, they form the cornerstones of the current academic doxa on the topic and therefore typically go unargued and unquestioned.1 Yet these underlying tenets truncate and distort our understanding of the ongoing (re)articulation of color, class, and place in the American metropolis. The first, more recent, tendency is the dilution of the notion of ghetto simply to designate an urban area of widespread and intense poverty, which obfuscates the racial basis and character of this poverty and divests the term of both historical meaning and sociological content. The second, century-old, tenet is the idea that the ghetto is a
304 citations