Learning to Labour: How Working Class Kids Get Working Class Jobs

/pdf/teaching-mathematics-in-seven-countries-results-from-the-ozgggp839m.pdf

Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study

The pervasive spread of rationalizing trends in society, such as the growing influence of managerial sciences and increasing emphases on accountability and transparency, has created significant changes in organizations’ external environments. As a result, there is growing pressure on organizations to align their policies and practices, and to conform to pressures in an expanding array of domains, from protecting the natural world to promoting employee morale. In this context, we reconsider the concept of decoupling as it applies to organizations. Through a review and critique of existing research, we argue that the common understanding of decoupling—as a gap between policy and practice—obscures the rise of a more prevalent and consequential form of decoupling—a gap between means and ends. We describe when to expect both policy–practice and means–ends decoupling, and we indicate promising areas for research. The major consequences of this overlooked form of decoupling are that in an effort to monitor and e...

From Smoke and Mirrors to Walking the Talk: Decoupling in the Contemporary World

Peasants into Frenchmen: The modernization of rural France 1870–1914: Eugene Weber, (Stanford, California: Stanford University Press, 1976. Pp. xv + 615. $20·00)

Although the majority of research in gender and education has rightly focused on girls, recent research in the United States and elsewhere has focused much more on the learning, social outcomes, and schooling experiences of boys. This “boy turn” has produced a large corpus of theoretically oriented and practice-oriented research alongside popular and rhetorical works and feminist and pro-feminist responses, each of which this article reviews. To answer why boys have become such a concern at this time, this article explores the origins and motivations of the boy turn, examines major critiques of the distress about boys, and suggests possible directions for debates and research.

https://www.jstor.org/stable/pdfplus/3516000.pdf

The “Boy Turn” in Research on Gender and Education

Local Meanings, Global Schooling : Anthropology and World Culture Theory

Local Meanings, Global Schooling

Is there one global culture of schooling, or many? Are school systems around the world diverging from their original European sources, or are they converging toward a single model?1 This book opens a dialogue between two very different perspectives on schooling around the world. On the one hand, anthropologists and many scholars in comparative education emphasize national variation and, beyond that, variation from district to district and from classroom to classroom. From that point of view, the nearly 200 national school systems in the world today represent some 200 different and diverging cultures of schooling. On the other hand, sociology’s “institutionalists,” or world culture theorists, argue that not only has the model of modern mass education spread from a common source, but schools around the world are becoming more similar over time.2 According to world culture theory, rather than diverging, schools are converging toward a single global model.

A World Culture of Schooling

Anderson-Levitt, Kathryn M. 2012. "Complicating the Concept of Culture." Comparative Education 48 (4):441-454. doi: 10.2307/23524668.

/pdf/complicating-the-concept-of-culture-32jr33yu9s.pdf

Kathryn M. Anderson-Levitt

Papers

Local Meanings, Global Schooling : Anthropology and World Culture Theory

Local Meanings, Global Schooling

A World Culture of Schooling

Complicating the concept of culture

Globalization and curriculum