Author's Keywords: education, critical theory, stratification, Michael Apple	Convention All Academic Convention is the premier solution for your association's abstract management solutions needs. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p110097_index.html Direct Link: HTML Code:

Bonikowski, Bart. "Questioning Pedagogy: Reflections on the Critical Sociology of the Curriculum" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p110097_index.html>

Bonikowski, B. , 2004-08-14 "Questioning Pedagogy: Reflections on the Critical Sociology of the Curriculum" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p110097_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Sociologists of educational stratification have traditionally focused their attention on the effect of inputs to the educational system (class, race, gender, income, etc.) on the outputs produced by it (achievement, attainment, labor market performance). Although this approach has contributed significantly to our understanding of the inequalities within American education, it has been limited by a failure to seriously address the contents of schooling. Within this tradition, the legitimacy of curricular practices has been largely taken for granted, if not ignored altogether. This paper calls for a re-examination of accepted sociological assumptions about the curriculum by emphasizing the curriculum as both a cause and outcome of specific cultural and institutional arrangements that have significant repercussion for equality, social justice, and democratic practice. It outlines the history and main postulates of the critical theory of curriculum to demonstrate the possibility of treating curricular practice as a worthy subject of critical research. It then discusses the often-tense relationship between mainstream sociology of stratification and critical curriculum studies and argues for a fruitful reconciliation of some of their competing claims. Finally, it suggests possible future directions for empirical research that incorporate conceptual and methodological strains of both paradigms.

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