By Gerald Bernbaum (auth.)
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Additional info for Knowledge and Ideology in the Sociology of Education
More importantly, this private experience has been reflected at the public level. The expansion of systems of education as recommended by sociologists and educationalists has only marginally altered the relationship between social class and educational opportunity. Educational reform as presented in the form of comprehensive education, individual instruction or de-streaming has not transformed the educational process, nor altered the relationship of that process to the occupational order. Elsewhere, education has not turned out to be the vehicle for the rapid transformation of the underdeveloped societies.
Are grounds for action, whether that action is deciding what to do in the classroom or 'the adequacy' of a researcher's account. The point then is not to ask whether particular research methods are, of themselves, 'good' or 'bad', but to ask for what and for whom are we providing accounts. 26 Young's extension of his original argument does not clarify any of the major substantive issues. As already noted, his latter position seems to imply hostility between sociologists and teachers which requires resolution, whereas much of his earlier analysis was based on the assumption that sociologists had too readily accepted the teachers' perspectives and hence failed to 'make' their own problems.
10 Nor is it only in classroom practice that the new sociology of education might serve to legitimise and promote one kind of educational ideology at the expense of another. There are clear implications for what counts as educational research. This is shown by the Rosens in their 'Introduction' to the Schools Council Project on 'Language Development in the Primary School'. As already suggested, the Rosens are both advocates of the new methods of English teaching in schools and major critics of research in the traditional sociology of education and its treatment of the working class.