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ERIC Number: ED574290
Record Type: Non-Journal
Publication Date: 2017
Pages: 288
Abstractor: ERIC
ISBN: 978-1-8739-2797-7
Knowledge and the Study of Education: An International Exploration
Whitty, Geoff, Ed.; Furlong, John, Ed.
Symposium Books
In the English-speaking world, university Schools of Education are usually heavily involved in the professional preparation of teachers. Yet, in England and the USA in particular, the role of universities in teacher education has increasingly seemed under threat as alternative providers of training have come on the scene, often with the overt encouragement of governments. This book, which is based on a project that explored how the study of Education is configured in different countries, makes visible the different knowledge traditions that inform university teaching and research in Education around the world. The extent to which these are related to the training of teachers is shown to vary historically and comparatively. The book consists of a substantial introduction by the editors, which identifies 12 major knowledge traditions in the study of education, and classifies these as Academic Knowledge Traditions (such as Sciences de l'Éducation), Practical Knowledge Traditions (like that practised in Normal Colleges) and Integrated Knowledge Traditions (including the currently fashionable concept of Research-informed Clinical Practice). This introduction is followed by contributions on the nature of Education as a field of study in six countries--Australia, China, France, Germany, Latvia and the USA--authored by established experts from each of those jurisdictions. There are also chapters that provide useful conceptual frameworks for understanding the dimensions on which the various traditions in the study of Education differ, as well as those that compare the nature of Education along specific dimensions in different countries. The book concludes with a discussion, in the light of these contributions, of future prospects for the field of Education. This book will appeal to students, teachers and researchers in Education and is intended to encourage less parochial thinking about the nature of Education as a field of international study. Following a Preface (Geoff Whitty and John Furlong), the following contents are included: Part 1. Introduction: (1) Knowledge Traditions in the Study of Education (John Furlong and Geoff Whitty). Part 2. Studies from Six Jurisdictions: (2) From Science to Sciences de l'Éducation in France: past and present in the construction of a discipline (Régis Malet); (2) Between the Philosophy of Self-cultivation and Empirical Research: educational studies in Germany (Jürgen Schriewer); (3) Pedagogija and Educational Sciences: competing traditions in the study of education in Latvia (Irena Žogla); (4) The Study of Education in Australia: shifting knowledge interests (Susan Groundwater-Smith and Nicole Mockler); (5) The Development and Characteristics of Educational Studies in China (Wen Wen and Xie Weihe); and (6) Framing Education: cautionary tales from the USA of the relationship between education studies and teacher education (Lynn Paine). Part 3. Conceptualising and Realizing Education as a Field of Study: (7) Bernstein's Sociology of Knowledge and Education(al) Studies (Jim Hordern); (8) Education: an applied multidisciplinary field? The English Experience (Gary McCulloch); (9) Teachers' Knowledge in England and Germany: the conceptual background (Dina Kuhlee and Christopher Winch); and (10) The Configuration of Teacher Education as a Professional Field of Practice: a comparative study of mathematics education (Maria Teresa Tatto and Jim Hordern). Part 4. Afterword: (11) Futures of the Field of Education (David F. Labaree). Notes on Contributors is included.
Symposium Books. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail:; Web site:
Publication Type: Books; Collected Works - General
Education Level: Higher Education; Postsecondary Education
Audience: Students; Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; United Kingdom (England); Australia; China; France; Germany; Latvia