How we Think

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Preface Introduction Work Education and Critical Pedagogy Strategies for Critical Reflection in Work Education Exploring Technical Relations Working Knowledge: What It Takes to Do the Job Skills and Work Design Teachers Working with Employers: Developing the Learning Potential of Work Sites Exploring Social Relations Working through Social Relations Occupational Health and Safety: A Critical Look Time On and Off the Job: The Interrelation of Work, Desire, and Leisure Unions: Solving Problems by Sticking Together Exploring Work as an Exchange Relation Self-Assessment: Changing Circumstances, Changing Selves Speaking Out about Pay Getting a Job Future Work Index

Learning Work: A Critical Pedagogy of Work Education. Critical Studies in Education and Culture Series.

On "Educational Theory.".

Race, power, prejudice laws, labour, migration work, class, inequality cities, space, politics education, culture, disadvantage ethnicity, youth, resistance massacres, conspiricies, fascists media, racism, reality.

Introduction to Race Relations

This article should be read as prolegomena to the development of a Theory of Education. In it I argue that the term “educational theory” is multiply ambiguous as it may refer to a theory of schooling (which is a non-starter), to a theory of education (which is general and philosophical in nature), or to theories in education (which are specific and empiri- cal). The article points out the logical primacy of a theory of education in the context of which we ought to develop specific theories in education. It emphasizes the importance of a clear and defensible concept of education for educational theory and practice and argues against the view that education is some kind of activity or process. Cet article presente les prolegomenes a une theorie de l’education. L’auteur soutient que l’expression “theorie educative” est ambigue a plus d’un titre, car elle peut etre comprise dans le sens d’une theorie de la scolarisation (qui normalement doit venir apres une theorie plus generale), ou d’une theorie de l’education (qui est de nature generale et philosophique), ou de theories sur l’education (qui sont plus circonscrites et empiriques). Dans cet article, l’auteur met en evidence la primaute logique d’une theorie de l’education dans le contexte de laquelle devraient s’edifier des theories precises sur l’education. Il souligne en outre l’importance d’un concept clair et justifiable de l’education pour une theorie et une pratique educatives, et s’oppose a l’idee que l’education est une sorte d’activite ou de processus.

/pdf/assembling-reminders-for-a-particular-purpose-the-nature-and-58nzznr4gr.pdf

"Assembling Reminders for a Particular Purpose": The Nature and Dimensions of Educational Theory.

Programmatic Definitions in Education: The Case of Indoctrination

Every policy of every kind is logically parasitic on its specific subject which has intrinsic or instrumental value. It is, for example, one thing to talk about health or welfare policy or planning and another thing to talk about educational policy or planning. That "education" suggests a fairly well demarcated and important area of public concern is evidenced by a multitude of ordinary locutions: we talk not only of educational institutions, programs, and planning but also of educational values, reasons, goals, problems, and arguments. That it is the only normative concept among educational terms is made clear by the fact that when some of its norms are violated we talk about miseducation, whereas we do not talk of misteaching, mistraining, or missocialization.

Tasos Kazepides

Papers

"Assembling Reminders for a Particular Purpose": The Nature and Dimensions of Educational Theory.

Programmatic Definitions in Education: The Case of Indoctrination

The Logic of Educational Policy.