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Ideology and Education
- Author(s):
- David Backer (see profile)
- Date:
- 2020
- Group(s):
- Education and Pedagogy, Philosophy
- Subject(s):
- Ideology, Education, History
- Item Type:
- Article
- Tag(s):
- History of education
- Permanent URL:
- http://dx.doi.org/10.17613/ssk9-aq83
- Abstract:
- “Ideology” has fallen out of favor as a term of art. Terms like “equity,” “bias,” “gap,” “discourse,” “norm,” various “isms,” “consciousness,” “experience,” and “policy” tend to appear in scholarly and mainstream education dialogue when it comes to social-political practices. Yet the term is important both historically and for the present day. After its first formal usage in the 18th century, intellectuals produced several concepts of ideology. Ideology transformed from a science of ideas to propaganda; from critiques of truth and falsity to necessary strategy; from a focus on consciousness to a focus on practice. These transformations impacted educational research, particularly in the postwar period during a renewed emphasis on schooling’s social context. Revisiting the various concepts of ideology, particularly ideology as a practice, is valuable for educators and scholars today.
- Metadata:
- xml
- Published as:
- Journal article
- Status:
- Published
- Last Updated:
- 3 years ago
- License:
- All Rights Reserved
ideologyandeducation.pdf