Theory and Ideology in Two Traditions of Thought about Schools*
作者:
Christopher J. Hurn,
期刊:
Social Forces
(OUP Available online 1976)
卷期:
Volume 54,
issue 4
页码: 848-865
ISSN:0037-7732
年代: 1976
DOI:10.1093/sf/54.4.848
出版商: The University of North Carolina Press
数据来源: OUP
摘要:
Two traditions of thought about schools are examined in an effort to disentangle the theoretical and ideological components in each. It is argued that the tradition culminating in Jencks' work is better seen as policy research than as an answer to the sociological problem of the effects of schools on students. A tradition of radical criticism of schools is more explicitly ideological, but it offers an implicit theory of the effects of schooling which is of great sociological interest.
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