Ideology and Curriculum 3rd Edition by Michael W Apple

By Michael W Apple

To have a good time the twenty fifth anniversary of its book, Michael W. Apple has completely up-to-date his influential textual content, and written a brand new preface. the hot variation additionally contains a longer interview circa 2001, during which Apple relates the severe time table defined in Ideology and Curriculum to the extra modern conservative weather. eventually, a brand new bankruptcy titled "Pedagogy, Patriotism and Democracy: Ideology and schooling After Sept. 11" can be integrated.

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It is a set of meanings and values which as they are experienced as practices appear as reciprocally confirming. It thus constitutes a sense of reality for most people in the society, a sense of absolute because experienced [as a] reality beyond which it is very difficult for most members of a society to move in most areas of their lives. But this is not, except in the operation of a moment of abstract analysis, a static system. On the contrary we can only understand an effective and dominant culture if we understand the real social process on which it depends: I mean the process of incorporation.

Rather, it calls for an understanding of how the kinds of symbols schools organize and select are dialectically related to how particular types of students are organized and selected, and ultimately stratified economically and socially. And all of this is encompassed by a concern for power. Who has it? Do certain aspects of schooling—the organization and selection of culture and people (for that is what schools in fact do)—contribute to a more equitable distribution of power and economic resources or do they preserve existing inequalities?

The researcher must comprehend how the day-to-day regularities of “teaching and learning in schools” produce these results. Second, one must have that peculiarly Marxist sensitivity to the present as history, to see the historical roots and conflicts which caused these institutions to be what they are today. Without this dual understanding, it is that much more difficult to comprehend completely the economic and cultural “functions” of our educational institutions. One way to think about culture in society is to employ a metaphor of distribution.

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