Analytical contemplation Schools, power and books

Carter, D

Analytical contemplation Schools, power and books

Carter, D

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Publisher:: Taylor & Francis
Publication Type:: Chapter
Citation:: Power, Politics, and the Playground: Perspectives on Power and Authority in Education, 2024, pp. 48-56
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Carter, D https://orcid.org/0000-0002-8974-5337
dc.date.accessioned	2024-07-29T05:21:05Z
dc.date.available	2024-07-29T05:21:05Z
dc.date.issued	2024-01-01
dc.identifier.citation	Power, Politics, and the Playground: Perspectives on Power and Authority in Education, 2024, pp. 48-56
dc.identifier.uri	http://hdl.handle.net/10453/179869
dc.description.abstract	In the previous chapter “Schools, power and books”, I describe several scenarios where power and authority are being exercised in some way or another. In this analytical contemplation, the following key points are discussed: The power of books in relation to media controversies, text selection and the place of Australian literature in schools. Weber’s tripartite power typology and schools. Curriculum and literature as mechanisms for cultural transmission. Books can be controversial. From John Della Bosca’s authority as an elected government minister to disputes in a book selection committee or the recount of a complaint from a parent about a novel promoting friendship and compassion, each scenario involves a complex network of social interactions and relationships shaped by context, self-identities, self-importance and regulatory practices.
dc.language	en
dc.publisher	Taylor & Francis
dc.relation.ispartof	Power, Politics, and the Playground: Perspectives on Power and Authority in Education
dc.relation.isbasedon	10.4324/9781003312451-8
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Analytical contemplation Schools, power and books
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	recently_added	*
dc.date.updated	2024-07-29T05:21:04Z
pubs.publication-status	Published

Abstract:

In the previous chapter “Schools, power and books”, I describe several scenarios where power and authority are being exercised in some way or another. In this analytical contemplation, the following key points are discussed: The power of books in relation to media controversies, text selection and the place of Australian literature in schools. Weber’s tripartite power typology and schools. Curriculum and literature as mechanisms for cultural transmission. Books can be controversial. From John Della Bosca’s authority as an elected government minister to disputes in a book selection committee or the recount of a complaint from a parent about a novel promoting friendship and compassion, each scenario involves a complex network of social interactions and relationships shaped by context, self-identities, self-importance and regulatory practices.

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http://hdl.handle.net/10453/179869