Brian Barrett – författare

In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data.Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.

Knowledge Production, Policy and Practice in Education: Social Realist Explorations of Curriculum, Teaching and Research brings together theoretical and empirical enquiries into curricula, pedagogy and assessment, informed by the influential traditions of social realism and Basil Bernstein’s sociology of education. The edited volume provides tools for understanding persistent educational inequalities and approaches to inclusive educational systems.The book is an edited collection of chapters by scholars of the sociology of education who focus on knowledge, curriculum, and pedagogy working in Africa, Oceania, Europe, North America, and South America. Each chapter extends scholarly debate around knowledge production and exchange, knowledge and the curriculum, and knowledge and professional practice. Collectively, the chapters offer an insight into the dynamic relationships among educational systems, policies, teacher education, and teaching practice. Ultimately enabling readers to see how social realist ideas around knowledge can be employed across different scales and contexts of educational practice, this book will be of interest to scholars, researchers, and postgraduate students in the fields of the sociology of education, social realism, and curriculum studies. Education professionals, including teacher educators, and those working in policy will also benefit from this book.

The latest edition of the leading text on field methods in geophysics In the thoroughly revised Fifth Edition of Field Geophysics, a team of experienced geophysicists provides a modern and up-to-date treatment of both theory and practice. The handy field guide maintains the highly accessible style of the previous editions while offering restructured chapters that benefit from new content and graphics. The new editions now includes essential geology theory that assists field geophysicists in recognizing how local geological conditions might influence the design or success of a survey. Field Geophysics provides readers with a new chapter on borehole seismic geophysics, a common industrial survey method, as well as a new chapter on advanced geophysical methods. Throughout, the book focuses on methods that are becoming more relevant at the expense of traditional techniques. Readers will also find: A comprehensive introduction to geophysics, definitions, geological concepts, site craft, and geophysical dataMagnetic methods in geophysics, including magnetic properties, the earth’s magnetic field, and magnetic instrumentsGravity methods in geophysics, including gravity meters, reductions, and surveysPractical exploration of seismic reflection, seismic refraction, and seismic surface wave methodsPerfect for undergraduate and graduate students studying geophysics and its associated field methods, Field Geophysics will also earn a place in the libraries of professional geologists, geotechnical engineers, utility asset managers, and health and safety managers.

In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data.Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.