Defining the future: an interrogation of education and time

Leaton Gray, Sandra (2004) Defining the future: an interrogation of education and time. British Journal of Sociology of Education, 25 (3). pp. 323-340. ISSN 0142-5692

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Abstract

This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these models is vital if we are to understand how teaching professionals think about the future. The paper addresses the following questions: How does time affects education? What influence does this have on educational outcomes? How does this relate to public policy initiatives? Assuming a tacit, collective understanding of time and the future can undermine the very policy intentions a government might be seeking to promulgate.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Vishal Gautam
Date Deposited:	01 Jul 2004
Last Modified:	06 Mar 2023 17:31
URI:	https://ueaeprints.uea.ac.uk/id/eprint/16565
DOI:	10.1080/0142569042000216972

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