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By Michael F.D. Young (Ed.)

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Extra info for Knowledge and Control: New Directions in the Sociology of Education

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HORTON, R. (1968) 'Neo-Tylorianism; Sound Sense or Sinister Prejudice'. ) Vol. 3· HUGHES, E. (1958). Men and Their Work. Glencoe, Illinois: The Free Press. KUHN, T. s. (1970). The Structure of Scientific Revolutions, Chicago: Chicago University Press. LACEY, c. (1970). Hightown Grammar. Manchester: Manchester University Press. MARCUSE, H. (1965). 'Capitalism and Industrialization'. New Left Review, 32. MILLS, c. w. (1939). 'Language, Logic and Culture'. American Sociological Review, IV(5). -(1940a).

These studies have raised questions that are not considered by functionalists about the processes of interaction and the situational significance of beliefs and values. However, they have not been able to consider as problematic the knowledge that is made available in such interactions. This would have led to considering the structural contingencies influencing what is defined as legal, medical, nursing or other knowledge, and would inevitably take the research out of the 'situated action' and therefore out of the symbolic interactionist framework.

They started from the social context of education, with an emphasis on social class, relationships to the economy, the occupational structure and the family, and moved to the consideration of schools as organizations and pupil subcultures. Through an arbitrary division of labour which had no theoretical basis, this allowed the expansion of sociology of education with the minimum of 'boundary disputes'. Inevitably this is speculation, but it does suggest an explanation of what appears to have been a consensus among sociologists and non-sociologists alike that the curriculum was not a field for sociological research.

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