NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1125726
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0142-5692
The Social Construction of Time in Contemporary Education: Implications for Technology, Equality and Bernstein's "Conditions for Democracy"
Leaton Gray, Sandra
British Journal of Sociology of Education, v38 n1 p60-71 2017
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein's "conditions for democracy" as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein's framework presents a useful way of illuminating the complex interplay of personal agency and the external environment. Consequently, here we see that new definitions of time in education, specifically with regard to synchronous versus asynchronous learning, have resulted in new inequalities for those in deprived areas.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A