1,749
Views
42
CrossRef citations to date
0
Altmetric
Essay Reviews

Documenting Reproduction and Inequality: Revisiting Jean Anyon’s “Social Class and School Knowledge”

(Curriculum Inquiry, 11(1), 3–42, 1981.)

Pages 167-182 | Published online: 07 Jan 2015

References

  • Anyon, J. (1978). Elementary social studies textbooks and legitimizing knowledge. Theory and Research in Social Education, 6, 40–55.
  • Anyon, J. (1979). Ideology and United States history textbooks. Harvard Educational Review, 49, 361–386.
  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3–42.
  • Anyon, J. (1985). “Social class and school knowledge” revisited: A reply to Ramsay. Curriculum Inquiry, 15, 207–214.
  • Apple, M. W. (1979). Ideology and curriculum. New York: Routledge.
  • Apple, M. W. (1980). Official knowledge. New York: Routledge.
  • Baker, C. D., & Freebody, P. (1988). Children's first schoolbooks. Oxford, UK: Blackwell.
  • Bernstein, B. (1990). The structuring of pedagogic discourse. New York: Routledge.
  • Bloome, D., Carter, S., Christian, B., Otto, S., & Shuart-Farris, M. (2004). Discourse analysis and the study of classroom language and literacy events. Mahwah, NJ: Erlbaum.
  • Bourdieu, P. (1987). Distinction (R. Nice, Trans.). Cambridge, MA: Harvard University Press.
  • Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.
  • Cazden, C. (1990). Classroom discourse. Portsmouth, NH: Heinemann.
  • Cazden, C. (2008, July 15) Language and social class: A dialogue with Courtney Cazden. Research seminar, Queensland University of Technology, Brisbane, Australia.
  • Cazden, C., John-Steiner, V., & Hymes, D. (Eds.). (1972). Functions of language in the classroom. New York: Teachers College Press.
  • Corson, D. (1985). The lexical bar. London: Pergamon.
  • Edwards, A., & Westgate, D. (1994). Investigating classroom talk. London: Falmer.
  • Erickson, F. (2007). Students’ experience of school curriculum: The everyday circumstances of granting and withholding assent to learn. In F. M. Connolly, M. F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp. 198–218). Thousand Oaks, CA: Sage.
  • Fairclough, N. (1993). Discourse and social change. Oxford, UK: Polity.
  • Gadsden, V., Davis, J. E., & Artilles, A. J. (Eds.). (2009). Risk, schooling and equity. Review of Research in Education, 33.
  • Giroux, H. A. (2001). Theory and resistance in education (2nd ed.). Boston: Bergin & Garvey.
  • Gutiérrez, K., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, & Activity, 6, 286–303.
  • Hattie, J. (2009) Visible learning. New York: Routledge.
  • Karabel, J., & Halsey, A. H. (1977). Power and ideology in education. New York: Oxford University Press.
  • Ladwig, J. G. (2007). Modeling pedagogy in Australian school reform. Pedagogies, 2, 57–76.
  • Lee, J. (2006). Tracking achievement gaps and assessing the impact of NCLB on the gaps: An in-depth look into national and state reading and math outcomes. Cambridge, MA: Harvard Civil Rights Project.
  • Lemke, J. (1990). Talking science. Norwood, NJ: Ablex.
  • Lucas, S. R. (1999). Tracking inequality. New York: Teachers College Press.
  • Luke, A. (1995). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21, 3–48.
  • Luke, A. (1996). Genres of power? Literacy education and the production of capital. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 308–333). London: Longman.
  • Luke, A. (2009). Race and language as capital in school. In R. Kubota & A. Lin (Eds.), Race, culture and identities in second language education (pp. 286–306). New York: Routledge.
  • Luke, A., Kelly, G., & Green, J. (Eds.). (2010/ in press). What counts as evidence in educational settings? Review of Research in Education, 34.
  • Luke, A., & Woods, A. (2008). Policy and adolescent literacy. In L. Christianbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 197–215). New York: Guilford.
  • Luke, A., Woods, A., & Weir, K. (Eds.). (in press). Curriculum, syllabus design and equity. New York: Routledge.
  • Luke, C., DeCastell, S., & Luke, A. (1983). Beyond criticism: The authority of the school text. Curriculum Inquiry, 13(2), 111–128.
  • Milburn, C. (2008, August 4). Literacy chairman sees red on uni “claptrap.” The Age. Retrieved June 8, 2009, from http://www.theage.com.au/national/literacy-chairman-sees-red-on-uni-claptrap-20080803-3pee.html
  • Moje, E. B. (2000). “To be part of the story”: The literacy practices of gansta adolescents. Teachers College Record, 102(3), 651–690.
  • Moss, P. A., Girard, B. J., & Haniford, L. C. (2006). Validity in educational assessment. Review of Research in Education, 30, 109–162.
  • Newmann, F. & Associates. (1996). Authentic achievement. San Francisco: Jossey-Bass.
  • Nichols, S., & Berliner, D. (2007). Collateral damage. Cambridge, MA: Harvard Education Press.
  • Oakes, J. (2005). Keeping track (2nd ed.). New Haven, CT: Yale University Press.
  • Organisation for Economic Co-operation and Development (OECD). (2000). Factors related to equity and quality: PISA 2000. Paris: OECD/Centre for Education Research and Innovation.
  • Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202.
  • Ramsey, P. (1983). Fresh perspectives on the school transformation, reproduction: A response to Anyon from Antipodes. Curriculum Inquiry, 13, 295–320
  • Ramsey, P. (1985). Social class and school knowledge: A rejoinder to Jean Anyon. Curriculum Inquiry, 14, 215–222.
  • Reisch, G. A. (2005). How the cold war transformed philosophy of science. Cambridge, UK: Cambridge University Press.
  • Schleicher, A. (in press). Seeing school systems through the prism of PISA. In A. Luke, A. Woods, & K. Weir (Eds.), Curriculum, syllabus design and equity. New York: Routledge.
  • Snyder, I. (2008). Literacy wars. Sydney, Australia: Allen & Unwin.
  • Weis, L., McCarthy, C., & Dimitriades, G. (Eds.). (2006). Ideology, curriculum and the new sociology of education. New York: Routledge.
  • Welner, K. G., & Oakes, J. (2008). Structuring curriculum: Technical, normative and political considerations. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp. 91–111). Thousand Oaks, CA: Sage.
  • Whitty, G. (1986). Sociology and school knowledge. London: Routledge.
  • Willis, P. (1981). Learning to labor. New York: Columbia University Press.
  • Young, M. F. D. (Ed.). (1971). Knowledge and control. London: Macmillan.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.