This book offers a critical realist intervention into the field of Marxist Sociology of Education. Critical realism, as developed by British philosopher Roy Bhaskar, is known for its capacity to serve as a conceptual underlabourer to applied fields like education. Indeed, its success in clarifying and resolving thorny issues of educational theory and practice is now well established. Given critical realism’s sympathetic Marxist origins, its productive and critical engagement with Marxism has an even longer history. To date there has been little sustained attention given to the application of critical realism to Marxist educational praxis. The book addresses this gap in existing scholarship. Its conceptual ground clearing of the field of Marxist Sociology of Education centres on two problematics well-known in the social sciences: naturalism and the structure-agency relation. Marxist theory from the days of Marx to the present is shown to also be haunted by these problematics. This has resulted in considerable tension around the meaning and nature of, for example, reform, revolution, class determinism and class struggle. With its emergence in the 1970s as a child of Western Marxism, the field continues to be an expression of these tensions that seriously limit its transformative potential. Addressing these issues and offering conceptual clarification in the interests of revolutionary educational practice, Critical Realism for Marxist Sociology of Education provides a new perspective on education which will be of interest to students, scholars and practitioners alike.

This book offers a critical realist intervention into the field of Marxist Sociology of Education. Critical realism, as developed by British philosopher Roy Bhaskar, is known for its capacity to serve as a conceptual underlabourer to applied fields like education. Indeed, its success in clarifying and resolving thorny issues of educational theory and practice is now well established. Given critical realism’s sympathetic Marxist origins, its productive and critical engagement with Marxism has an even longer history. To date there has been little sustained attention given to the application of critical realism to Marxist educational praxis. The book addresses this gap in existing scholarship. Its conceptual ground clearing of the field of Marxist Sociology of Education centres on two problematics well-known in the social sciences: naturalism and the structure-agency relation. Marxist theory from the days of Marx to the present is shown to also be haunted by these problematics. This has resulted in considerable tension around the meaning and nature of, for example, reform, revolution, class determinism and class struggle. With its emergence in the 1970s as a child of Western Marxism, the field continues to be an expression of these tensions that seriously limit its transformative potential. Addressing these issues and offering conceptual clarification in the interests of revolutionary educational practice, Critical Realism for Marxist Sociology of Education provides a new perspective on education which will be of interest to students, scholars and practitioners alike.

This Encyclopaedia of Marxism and Education showcases the explanatory power of Marxist educational theory and practice.

This international and interdisciplinary collection gathers stories from researchers and research students about their methodological encounters with critical realism. Whether the contributors are experienced or novice researchers, they are predominantly new to critical realism. For various reasons, as the contributors’ detail, they have all been drawn to critical realism. It is well known that critical realism can be bewildering and even overwhelming to newcomers, especially to those unfamiliar with language of, and without a grounding in, philosophy. While there are now numerous and important introductory and applied critical realist texts that make critical realism more accessible to a broader audience, stories from newcomers have been absent – especially as part of a single collection. The significance and uniqueness of this collection lies in its documentation of first-hand reflective insights on the practical use and implementation of critical realism. The contributors feature critical realist inspired research journeys in Australia, England, Scotland, Belgium, Sweden, and Spain. The hope of this book is that the stories and accounts presented in it will inspire – or at least sufficiently arouse – the curiosity of others to explore critical realist possibilities, which we believe offer enormous value to serious researchers across and within all disciplines and subjects who are interested in rigorous intellectual work with a socially progressive purpose.

This book combines history, sociology, psychology and educational policy in research on a 40-year, crucial phase of development of ethnic identity, ethnic relations and educational and social policies for children in England, from pre-school to secondary school. The authors show how nursery children of different ethnicities interact in beginning their identity journeys in a culture of both inequality, and evolving ethnic relationships and patterns of harmony, in Britain’s developing multicultural society. In looking at self-concept development in secondary school children through the lens of various kinds of child maltreatment, Alice Sawyerr and Christopher Bagley argue that ethnic minority children are psychological survivors, and African-Caribbean girls especially are making strong identity steps – it is the “poor whites” who will make up the precariat, the reserve army of labour, who are left behind in structures of inequality.

This edited book, as you can see from its title, is about learning, or at least about the concept and practice of learning. The contributors to this volume are focusing on two meta-concepts, knowledge and learning, on the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks or constellations of meaning, principally: the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld. In this book the various authors explore a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, inferential role semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as probability, woman, training, assessment, education, system, race, friendship, Bildung, curriculum, ecology and pedagogy. Like David Scott’s first volume of On Learning, this collection focusing on philosophy, concepts and practices is a response to empiricist and positivist conceptions of knowledge. It challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities; over-simplified messages about learning, knowledge, curriculum and assessment; and fostered the denial that values are central to understanding how we live and how we should live – the normative dimension to social policy and social theorising. This book is also an attempt at a Bildungstheorie.

Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics. Combining essays from over 20 internationally renowned contributors, this text offers a critical examination of key terms which have become increasingly central to educational discourse. Each essay considers the etymological foundation of each term, the context in which they have evolved, and likewise their changed meaning. In doing so, these essays illustrate the transformative potential of language to express or challenge political, social, and economic ideologies. The text’s musings on the language of education and its implications for the current and future role of education in society make clear its relevance to today’s cultural and political landscape. This exploratory monograph will be of interest to doctoral students, researchers, and scholars with an interest in the philosophy of education, educational policy and politics, as well as the sociology of education and the impacts of neoliberalism.