| 000 | camKi | |
| 001 | 2210080898266 | |
| 003 | OCoLC | |
| 005 | 20210225115132 | |
| 006 | m d | |
| 007 | cr cnu---unuuu | |
| 008 | 200821s2020 maua ob 001 0 eng d | |
| 019 | ▼a1162169524 | |
| 020 | ▼a0262358476▼q(electronic bk.) | |
| 020 | ▼a9780262358477▼q(electronic bk.) | |
| 020 | ▼a9780262358484▼q(electronic bk.) | |
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| 035 | ▼a(OCoLC)1187209477▼z(OCoLC)1162169524 | |
| 037 | ▼a12093▼bMIT Press | |
| 037 | ▼a9780262358477▼bMIT Press | |
| 040 | ▼aMITPR▼beng▼erda▼epn▼cMITPR▼dRECBK▼dEBLCP▼dYDX▼dUKAHL▼dN▼d221008 | |
| 041 | ▼aeng▼hnor | |
| 043 | ▼ae-no--- | |
| 050 | ▼aLC206.N8▼bC45 2020eb | |
| 082 | ▼a306.4309481▼223 | |
| 100 | ▼aChristie, Nils,▼d1928-2015,▼eauthor. | |
| 240 | ▼aHvis skolen ikke fantes.▼lEnglish | |
| 245 | 00 | ▼aIf schools didn't exist :▼ba study in the sociology of schools /▼cNils Christie ; translated and edited by Lucas Cone and Joachim Wiewiura ; foreword by Judith Suissa. |
| 260 | ▼aCambridge, Massachusetts :▼bThe MIT Press,▼c[2020] | |
| 300 | ▼a1 online resource (xxxvi, 185 pages) :▼billustrations (black and white). | |
| 336 | ▼atext▼btxt▼2rdacontent | |
| 337 | ▼acomputer▼bc▼2rdamedia | |
| 338 | ▼aonline resource▼bcr▼2rdacarrier | |
| 500 | 00 | ▼a"First published in 1971"-- Title page. |
| 504 | ▼aIncludes bibliographical references and index. | |
| 505 | ▼aCover -- Contents -- Foreword by Judith Suissa -- The Public Life of Schools: Editors' Introduction by Lucas Cone and Joachim Wiewiura -- Editors' Acknowledgments -- Preface -- 1 Schools in Society: Three Case Studies -- A French Village -- The Empty Rooms -- The Centrifuge -- A Probable Future -- 2 Social Order and the Reactions of Young People -- An Epistle on Uselessness -- The Teenager: The Controlled Deviance -- Alternative Scenarios -- Teenage Culture and Its Counterparts -- 3 If Schools Didn't Exist -- If Schools Didn't Exist: Act I -- If Schools Didn't Exist: Act II | |
| 505 | ▼aIf Schools Didn't Exist: Act III -- 4 Power in Schools -- "A Part of Life" -- A Framework for Educationists -- A National Curriculum -- Watertight Bulkheads -- The Inner Life of Schools -- Power over Schools -- 5 A Different School -- Cul-de-sacs -- A Free School Community -- An Open Curriculum -- Schools and the Division into Classes -- A Mirror for Schools -- A Mirror for Parents -- A Place to Be -- A Place to Learn -- A Useless School? -- 6 A Dream of a School -- List of Key Agencies and Concepts -- Notes -- References -- Index | |
| 520 | ▼a"Outside of Norway, where this little book is regarded as a classic, Christie is primarily known for his work on crime, prisons and social deviance. His arguments here are similarly critical of mainstream sociological theory and political discourse. Christie knew and admired Ivan Illich whose book Deschooling Society retains a prominent place in the educational literature. But as Judith Suissa points out in her essay, Christie is not arguing against the existence of schools, but rather that we need to think carefully about why they exist, what purpose they serve, and who should have a voice in how they are constituted and run. The view of schools presented in Christie's short text has more in common with the American pragmatist John Dewey, who saw schools as "a genuine form of active community life, instead of a place set apart in which to learn lessons." While Christie's work remains an artifact of its place and time, his vision of a school as a expression of direct and local democratic will should interest students and scholars of de-schooling, unschooling, Dewian and progressive educational theory, and critical pedagogy"--▼cProvided by publisher. | |
| 588 | ▼aPrint version record. | |
| 590 | ▼aAdded to collection customer.56279.3 | |
| 650 | ▼aEducational sociology▼zNorway. | |
| 650 | ▼aEducation▼zNorway. | |
| 650 | ▼aEducation.▼2fast▼0(OCoLC)fst00902499 | |
| 650 | ▼aEducational sociology.▼2fast▼0(OCoLC)fst00903596 | |
| 650 | ▼aEDUCATION / Philosophy, Theory & Social Aspects.▼2bisacsh | |
| 651 | ▼aNorway.▼2fast▼0(OCoLC)fst01204556 | |
| 653 | ▼aEDUCATION/General | |
| 653 | ▼aSOCIAL SCIENCES/Political Science/Political & Social Theory | |
| 655 | ▼aElectronic books. | |
| 700 | ▼aCone, Lucas,▼etranslator,▼eeditor. | |
| 700 | ▼aWiewiura, Joachim,▼etranslator,▼eeditor. | |
| 776 | ▼iPrint version:▼aChristie, Nils, 1928-2015.▼sHvis skolen ikke fantes. English.▼tIf schools didn't exist.▼dCambridge, Massachusetts : The MIT Press, [2020]▼z9780262538893▼w(DLC) 2019034678▼w(OCoLC)1113402247 | |
| 856 | ▼3EBSCOhost▼uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2371171 | |
| 938 | ▼aAskews and Holts Library Services▼bASKH▼nAH37579327 | |
| 938 | ▼aYBP Library Services▼bYANK▼n16879208 | |
| 938 | ▼aProQuest Ebook Central▼bEBLB▼nEBL6262754 | |
| 938 | ▼aRecorded Books, LLC▼bRECE▼nrbeEB00811211 | |
| 938 | ▼aEBSCOhost▼bEBSC▼n2371171 | |
| 994 | ▼a92▼bN |
If schools didn't exist :a study in the sociology of schools /Nils Christie ; translated and edited by Lucas Cone and Joachim Wiewiura ; foreword by Judith Suissa
종류
전자책
서명
If schools didn't exist :a study in the sociology of schools /Nils Christie ; translated and edited by Lucas Cone and Joachim Wiewiura ; foreword by Judith Suissa
저자명
Cone Lucas translator Wiewiura Joachim editor
발행사항
Cambridge, Massachusetts : The MIT Press [2020]
형태사항
1 online resource (xxxvi, 185 pages) : illustrations (black and white).
주기사항
"First published in 1971" Title page. / Includes bibliographical references and index. / "Outside of Norway, where this little book is regarded as a classic, Christie is primarily known for his work on crime, prisons and social deviance. His arguments here are similarly critical of mainstream sociological theory and political discourse. Christie knew and admired Ivan Illich whose book Deschooling Society retains a prominent place in the educational literature. But as Judith Suissa points out in her essay, Christie is not arguing against the existence of schools, but rather that we need to think carefully about why they exist, what purpose they serve, and who should have a voice in how they are constituted and run. The view of schools presented in Christie's short text has more in common with the American pragmatist John Dewey, who saw schools as "a genuine form of active community life, instead of a place set apart in which to learn lessons." While Christie's work remains an artifact of its place and time, his vision of a school as a expression of direct and local democratic will should interest students and scholars of de-schooling, unschooling, Dewian and progressive educational theory, and critical pedagogy"
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