Madan Sarup – författare

In this book Madan Sarup describes recent developments in multi-racial education and makes a sustained critique of approaches based on the assumptions of psychology, ''equality of opportunity'' and ''cultural pluralism''.

In this book Madan Sarup describes recent developments in multi-racial education and makes a sustained critique of approaches based on the assumptions of psychology, ''equality of opportunity'' and ''cultural pluralism''.

This interdisciplinary textbook provides an introduction to the many theoretical developments and controversies which took place in the sociology and politics of education during the 1970s and 80s. The book

This interdisciplinary textbook provides an introduction to the many theoretical developments and controversies which took place in the sociology and politics of education during the 1970s and 80s. The book

This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described. The opening chapters deal with the phenomenological perspective in the sociology of education, discussing its adoption of a phenomenological model of man, its use of anthropological studies, the importance of classroom studies, and its rejection of the ‘liberal’ philosophy of education. The aim is to show the significance of these ideas for education, with a discussion of the concept of alienation and schooling, developments in Marxism such as the focus on the mode of production and the labour process, and the political economy of education.

This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described. The opening chapters deal with the phenomenological perspective in the sociology of education, discussing its adoption of a phenomenological model of man, its use of anthropological studies, the importance of classroom studies, and its rejection of the ‘liberal’ philosophy of education. The aim is to show the significance of these ideas for education, with a discussion of the concept of alienation and schooling, developments in Marxism such as the focus on the mode of production and the labour process, and the political economy of education.

First published in 1982, this work is a critical survey of contemporary educational debates and themes which took on new urgency and importance at the time. In particular, it explores the problematic nature of ‘progressive education’ and ‘discipline’; the changes in the labour process and youth unemployment; the nature of the state and its relationship with schooling; the growth of state intervention and the specific forms of discrimination suffered by women and black people.

It argues that trends in education at the time can be explained by a Marxist analysis. It suggests that the changes taking place in schools and colleges were expressions of the contradictions of capitalism and of the state’s attempt to restructure education.