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Sociology of Knowledge and Education 1st Edition Rob
Moore Digital Instant Download
Author(s): Rob Moore
ISBN(s): 9780826496508, 0826496504
Edition: 1st
File Details: PDF, 11.67 MB
Year: 2007
Language: english
Sociology of Knowledge and Education
Also availablefrom Continuum

Education and Community, Dianne Gereluk

Theory of Education, David Turner
Philosophy of Education, Richard Pring
Sociology of Knowledge
and Education
Rob Moore
Continuum International Publishing Group
The Tower Building 80 Maiden Lane
11 York Road Suite 704
London SE1 7NX New York, NY 10038

www.continuumbooks.com

© Rob Moore 2007

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying, recording, or any information storage or
retrieval system, without prior permission in writing from the publishers.

Rob Moore has asserted his right under the Copyright, Designs and Patents Act, 1988, to be identified
as Author of this work.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library.

ISBN 978-0-8264-9650-8 (hardcover)

Library of Congress Cataloging-in-Publication Data

A catalog record for this book is available from the Library of Congress.

Typeset by Acorn Bookwork Lid, Salisbury, Wiltshire

Printed and bound in Great Britain by Biddies Ltd., King's Lynn, Norfolk
I dedicate this collection with love and gratitude to my parents, Leslie
and Elsie Moore
This page intentionally left blank
 Contents

Acknowledgements ix

Introduction x

SECTION ONE: THE PRODUCTION OF KNOWLEDGE

1 For Knowledge: Tradition, Progressivism and Progress in

Education - Reconstructing the Curriculum Debate 3

2 Going Critical: The Problems of Problematizing Knowledge

in Education Studies 21

3 The Way We Live Now 37

4 Hierarchical Knowledge Structures and the Canon:

A Preference for Judgements 49

5 Cultural Capital: Objective Probability and the Cultural

Arbitrary 69

6 Knowledge Structures and Intellectual Fields: Basil Bernstein

and the Sociology of Knowledge 82

SECTION TWO: THE REGULATION OF KNOWLEDGE

7 Education, Production and Reform 101

8 liberal-humanist Education: The Vocationalist Challenge 117

With Mike Hickox

9 Appropriating Competence: The Competency Movement,

the New Right and the 'Culture Change' Project 130
With Lynn Jones

10 The Correspondence Principle and the Marxist Sociology

of Education 145
viii Sociology of Knowledge and Education

Conclusion Back to the Future: The Problem of Change and

the Possibilities of Advance in the Sociology of Education 161

References 179

Index 188
 Acknowledgements

Inevitably a collection of this kind owes a great deal to many people. Over the
years I have been fortunate enough to write collaboratively with a number of
friends and colleagues in sociology and other disciplines and I thank Mike
Hickox (a historian) and Lynn Jones (a psychologist) for agreeing to our joint
papers being included here. To Mike also for our long friendship and his
inspiration - much that is included here reflects our many discussions over the
years. A majority of these papers were written after I had the great good
fortune of joining the Education Studies Department in the Cambridge
University Faculty of Education. Like so many others there, I benefited greatly
from the support and advice of John Beck. Thanks also to Madeleine Arnot
and John Ahier and those others who at various times were members of our
sociology team. Both the Faculty of Education and my college, Homerton,
have been generous in encouraging my work. In recent years I have enjoyed a
stimulating and productive collaboration with my former Ph.D. student Karl
Maton - one that is continuing despite our now being on opposite sides of the
globe. Thanks also to Michael F. D. Young and Johan Muller and to those
associated with the International Basil Bernstein Symposium wrho provide
such a stimulating flow of ideas. The formative period for many of the issues
developed over the years represented by these papers was that between 1970
and 1974 when I was a school teacher in Inner London and attending, as a
part-time student, the inspirational courses for the Academic Diploma and
MA in Sociology of Education run by Ian Hextall and the late Madan Sarup
at Goldsmiths College. The influence of Basil Bernstein permeates the entire
collection. I first encountered his brilliance as an undergraduate in 1966 and
he was generous in his support, encouragement and inspiration across my
career till his death in 2000. This collection is located within the framework of
his problematic and is dedicated, alongside the efforts of many others, to
continuing his remarkable intellectual project.
 Introduction

Indeed, those who worked within this paradigm were convinced that the rules of the
play of education had been revealed. Education had been demystified, its true nature
revealed. The power relations had been exposed, and it was shown how these relations
underlay and shaped discourse and practice and distributed forms of consciousness.
And if the play were to be summed up - what is education?
Basil Bernstein, The Structuring of Pedagogic Discourse

The papers collected together in this book have been written over the past two
decades and the majority within the last ten years. They are arranged
thematically rather than in simple chronological order so as to provide a sense
of an argument and position. They have been divided into two sections: The
Production of Knowledge and The Regulation of Knowledge. In the main the former
are the more recent. However, this does not reflect a change of interest over
time. The concerns with the problems of knowledge are implicit in the earlier
writings on production and are sometimes briefly indicated there - they were
in ;the back of the mind'. Within the current climate of debate these problems
can be located within disputes around postmodernism, but a central argument
in this collection is that these concerns are but the latest expression of a
longstanding problem of relativism that repeatedly resurfaces over the years.
Essentially, this is to do with how knowledge is understood to be social in
character. The concerns in each section are in various ways complementary
and the later papers attempt to make explicit and to explore systematically
things under the surface of the earlier ones.
Because they have been produced over a fairly long period of time, these
papers also have a history. Each reflects the particular context of its time, of
the things happening in education and in the sociology of education. A
number of the chapters on the regulation of knowledge, for instance, were
written against the background of the development of major vocationalist
projects such as the Youth Training Scheme (YTS), the Technical and
Vocational Education Initiative (TVEI) and General National Vocational
Qualifications (GNVQ). In these cases, I was writing also against the
background of my own experience, first, in the 1970s, as a social education
teacher organizing work experience programmes for non-academic fifth-
 Introduction xi

formers, later as a further education (FE) lecturer involved in YTS schemes

and then as a researcher investigating TVEI and GNVQ programmes. More
generally, they chart and analyse educational change in a period of radical,
New Right reform in the UK. I hope that the particular detail of these papers
will be of historical interest, but they are primarily included as cases through
which to explore, within a theoretical framework, the general dynamics of
educational change and the control and regulation of educational knowledge.
In the 1980s, when I was teaching sociology of education on the four-year
B.Ed, degree at Cambridge University, significant changes were introduced by
the government in the way teachers were to be trained. A new body, the
Teacher Training Agency, assumed overall control of teacher training in
England and Wales. This had major repercussions for a course such as ours
that was grounded in discipline-based education studies with students
following courses in sociology, philosophy, psychology and history of
education - precisely the 'theoretical' knowledge that New Right conservative
critics believed teachers did not need and, indeed, would be better off without.
At the same time, an institution such as Cambridge was unhappy with the
principle of an outside agency regulating its courses and challenging both its
autonomy and its authority. Instructively, the power and prestige of
Cambridge University, uniquely in the country, enabled these courses to be
maintained.
These events made very clear how debates about knowledge entail
institutional relationships and power play and also have major implications for
defining the role and professional status of the teacher and those who teach
and train them, and how both groups go about their tasks in their respective
educational settings. It is these relationships and their wider ideological and
political contexts that form the interface between the sociology of knowledge
and the sociology of education.

The production of knowledge

The papers in the section on Production are primarily concerned with issues in
epistemology, sociology of knowledge and social theory in relation to key
concerns in the sociology of education and debates about educational
knowledge. They develop a critique of social constructionist approaches to
knowledge on the basis that they invariably lead to relativism (as with recent
forms of postmodernism) and do not provide an epistemologically or
educationally robust theory of knowledge such as is required in a twenty-first-
century 'knowledge society'. An alternative approach to these issues is outlined
from a critical realist perspective. A major concern, here, is to promote a form of
social critical realism in debates in the sociology of education.
The first chapter presents a critical review of approaches to knowledge in
the sociology of education and education policy. In particular, it addresses the
relationships between traditionalist, progressive, technical-instrumentalist and
xii Sociology of Knowledge and Education

postmodern (relativist) approaches to knowledge and the curriculum. It is

argued that relativism does not provide an adequate 'critical' response to the
problems of knowledge. The paper outlines a critique of postmodern
relativism and introduces critical realism as an alternative source of ideas. The
second chapter develops further the issues raised in the previous one. It
demonstrates that there is an underlying continuity between positivism and
postmodernism and provides a critique of both standpoint theory and
Bourdieu's relationalism on the grounds that each is reductive and does not
allow for any genuine autonomy for knowledge. This is linked to problems of
how, within the sociology of knowledge and education, knowledge is
understood to be social and historical. It challenges the traditional separation
between epistemology and the sociology of knowledge by describing
knowledge and fields of intellectual production in terms of 'emergent
materialism5. It argues that both the study of education and education itself
requires an epistemologically strong view of knowledge that cannot be
provided by constructionist forms of 'critical' education that understand the
social character of knowledge simply in reductive and relativistic ways.
The next three chapters switch attention to issues of cultural relativism and
aesthetic judgements. Chapter 3 is an extended review essay of a book by
Richard Hoggart, The Way We Live Now (1995). It introduces issues that are
developed further in the following chapters. Chapter 4 takes as its focus a
recent controversial book by John Carey (emeritus professor of English
Literature at Oxford University) (What Good are the Arts? (2005)), that advances
a relativist approach to the arts (art is simply what anyone happens to think it
is). However, he also, contradictorily, argues for the superiority of literature
among the arts. This tension is employed to develop a conceptual distinction
between 'judgements' that are collective in character and formulated within
public arenas according to publicly shared values and rules and 'preferences'
that are purely personal and private. This is associated with a further
distinction between 'choosing' and 'opting'. On this basis it is argued that the
social character of knowledge can be approached in terms of the 'sociality of
judgement' in a non-relativistic (but also non-absolutist) manner. This
argument is related to Durkheim and to recent work by Basil Bernstein and
Randall Collins. It is suggested that education can be seen as the process
whereby people are inducted into the civil forms of sociality of judgement and
where preferences become regulated by judgements. It points towards an
alternative to relativist approaches in the sociology of knowledge.
The purpose of Chapter 5 is to provide a critical explication of Bourdieu's
concept of 'cultural capital'. It does this primarily through a close reading of
Book I of Reproduction in Education, Society and Culture (Bourdieu and Passeron
1977). It is argued that Bourdieu's theory is compromised by two major
problems: the first is the unresolved problem of the ontological status of
'objective probability structures' and the second is in accounting for intra-class
variance within the terms of the general theory.
Chapter 6 raises the issue of the distinctiveness of Bernstein's theory by
 Introduction xiii

taking his concepts and applying them to his own system of ideas. The key
distinction is that between 'hierarchical' and 'horizontal' knowledge structures.
The chapter provides an explication of Bernstein's theoretical approach and
argues that in order to understand this it is necessary to see that he does not
simply offer one more approach in the sociology of education, but how his
work operates in a distinctive theoretical mode that provides the basis for
'verticality' in knowledge in contrast to the 'horizontal' forms that have been
dominant in the field for so long. This argument is grounded in the view that
Bernstein's later work provides the basis for a new approach to the
understanding of intellectual fields and the conditions of their productivity and
provides a new impetus for the sociology of knowledge.
Taken together, the chapters in this section attempt to do the following:

• To provide a historically located review of approaches to knowledge in the

sociology of education, educational policy and curriculum.
• To develop a systematic critique of relativism as it has appeared in a suc-
cession of idealist constructionist approaches in the sociology of education
from the New Sociology of Education to postmodernism.
• To argue for an epistemologically strong materialist theory of knowledge
grounded in critical realism as an alternative to positivism and con-
structionism and explore the implications of this for school knowledge and
educational inequality.
• To explore, within a framework of critical realist epistemology, how Bern-
stein's theory of knowledge structures might be applied to the question of
the 'sociality' of knowledge and suggest new approaches to the sociology of
knowledge.

The regulation of knowledge

The chapters in Section Two on Regulation are concerned primarily with the
ways in which the category of 'production' and views of the economy and 'the
world of work' have been constructed in various forms that have had
significant implications for the regulation and control of education. There are
three main areas for consideration. The first is with the sociology of education
itself and the ways in which different approaches (Marxist, technical-
functionalist, etc.) have theorized the relationship between the education
system and production. The second is with the ways in which accounts of
economic change have been constructed in education policy in order to
legitimate changes in education - especially to attack liberal-humanist and
progressive education and advance competency-based forms of vocationalism
and to regulate professional practice. The third has to do with the ways in
which the incorporation of 'the world of work' into the school curriculum, in
differing ways, regulates the relationship between official school knowledge
and the everyday knowledge of pupils based in class-cultural practices and
xiv Sociology of Knowledge and Education

experience. The relationships between traditionalism, progressivism and

varieties of vocationalism are a linking thread.
The broad focus of Chapter 7 is upon educational policy, reform and
change and the manner in which those things are seen, in different ways, as
being related to the economy and economic change. It provides the
framework for the arguments developed in the pieces that follow. Chapter 8,
with Mike Hickox, considers the relationship between liberal-humanist
education (both traditional and progressive) and vocationalism. We argue that
certain kinds of educational change, especially in the curriculum, can be
understood in terms of the dynamic of educational expansion and the
problem of credential inflation. We called this the 'expansion/accommodation
problem5 whereby the curriculum changes in response to the need to
accommodate new social groups at successively higher levels of the education
system.
Chapter 9 was jointly written with Lynn Jones and approaches the
competency movement in terms of 'recontextualization' by employing
Bernstein's concept of'pedagogic discourse'. It traces the historical roots of the
movement, contrasts it with other models of competence in the social sciences
and locates it politically within a broader New Right project to change the
character and regulation of professional cultures. Chapter 10 is concerned
with the critique of correspondence theory on the basis that it involves a
fundamental conceptual confusion between social relations in production and
social relations of production. This distinction allows for an alternative model
that is able to grant an intrinsic autonomy to education based in the social
relations of the production of knowledge (returning to the theme of the
'sociality' of knowledge explored in the first section). The second part of the
chapter develops this theme of 'weak' linkage between education and
production through the ideas of Basil Bernstein.
The chapters in the section on Regulation are concerned:

• To provide a historical review of a variety of ways in which the relationship

between education and production has been approached in the sociology of
education and in educational policy and curriculum debates in order to
understand and legitimate educational change.
• To look in more detail at ways in which constructions of educational
knowledge, especially in the form of competency models of vocationalism,
can regulate not only knowledge relations but relations between social
agencies and groups.
• To raise issues about how far the relationship between education and pro-
duction, however the latter is understood, can explain things about educa-
tion and educational change.
• To provide the basis for a theory of weak linkage between education and
production rather than the strong links proposed by technical-functionalism
or Marxist correspondence theory.
• To indicate the ways in which a theory of weak linkage can restore to the
 Introduction xv

education system autonomy distinctive to it as a site of knowledge production

that can be understood in terms of the theory of the sociality of knowledge
developed in Section One with reference to critical realism and emergent
materialism.

The final paper can serve as a conclusion to the collection in that it raises
issues about the problems of explanation in the sociology of education. It
focuses upon the performance of girls and the 'gender revolution5 in
education. This is contrasted with the central sociological problem of the
stability in class differentials in education over the past century, despite all the
reforms that have taken place. The questions are posed: how can we
successfully account for these two contradictory trends within a single
theoretical framework? What are the challenges of issues and explanations in
the sociology of education?
In the main, the chapters are substantially as when they first appeared.
There has been some light editing for style and to avoid repetition and
references to less significant events at the time of writing that might, today,
seem dated. The two exceptions are Chapters 7 and 10 that have been
significantly reduced in size in order to highlight more clearly their central
arguments and to make them, I hope, more accessible than I now fear they
were originally.
Collectively, these chapters are grounded in and attempt to promote a form
of social critical realism (see also Moore 2004, especially ch. 6). This is in
opposition to two influential currents in the sociology of knowledge and
education: a cluster of approaches associated with standpoint reductionism
and constructionist idealism, and forms of semiotic relationalism associated
with postmodernism and post-structuralism and with Bourdieu's field theory.
It is often the case that these approaches also employ the term 'critical' in
describing themselves. The difference between these forms of 'critical' theory
and critical realism is that the former are types of idealism that invariably lead
to relativism, subjectivism and the view that knowledge claims are merely
arbitrary (because they reflect no more than the interests of dominant social
groups - constituting what Bourdieu calls 'symbolic violence') whereas the
latter is a form of materialism that provides a non-arbitrary basis for
knowledge grounded in distinctive modes of knowledge production (its
'sociality' - emergent materialism}.
This collection identifies three important ways in which knowledge relations
can be understood in terms of features internal to the field of education itself
rather than merely as relays of things outside it.
First, most abstractly, there is a critique of relativism and its forms from
phenomenological sociology to postmodernism and post-structuralism. This
critique attempts to reveal the internal incoherence of relativism and demolish
its claims. But this is not in order to advocate a return to formal a priorist
epistemology. It is to acknowledge the sociality of knowledge and to propose a
sociology of knowledge that is concerned to explicate its forms as relations of
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Learning Objective 1: Historical development and evolution
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Important: Experimental procedures and results
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- Note: Important consideration
[Figure 40: Diagram/Chart/Graph]
Chapter 5: Experimental procedures and results
Definition: Practical applications and examples
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Research findings and conclusions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Case studies and real-world applications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Statistical analysis and interpretation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 45: Assessment criteria and rubrics
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 46: Best practices and recommendations
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 47: Experimental procedures and results
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Practical applications and examples
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Problem-solving strategies and techniques
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Appendix 6: Research findings and conclusions
Remember: Theoretical framework and methodology
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Literature review and discussion
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 52: Literature review and discussion
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Learning outcomes and objectives
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 54: Diagram/Chart/Graph]
Definition: Experimental procedures and results
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 55: Diagram/Chart/Graph]
Key Concept: Study tips and learning strategies
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Ethical considerations and implications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 57: Diagram/Chart/Graph]
Key Concept: Key terms and definitions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Historical development and evolution
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Critical analysis and evaluation
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Results 7: Learning outcomes and objectives
Definition: Best practices and recommendations
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 63: Diagram/Chart/Graph]
Example 63: Case studies and real-world applications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 64: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 65: Current trends and future directions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 66: Case studies and real-world applications
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Statistical analysis and interpretation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Fundamental concepts and principles
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
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