Education and social Change: A Proactive or Reactive Role?

Burns, R

Education and social Change: A Proactive or Reactive Role?

Burns, R

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Publisher:: The Gerontology Society of America
Publication Type:: Journal Article
Citation:: Burns, R. 2001 'Education and social Change: A Proactive or Reactive Role?', International Review Of Education, vol. 48, no. 1/2, pp. M381-M385.
Issue Date:: 2001

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Field	Value	Language
dc.contributor.author	Burns, R	en_US
dc.date.accessioned	2009-12-21T02:36:01Z
dc.date.available	2009-12-21T02:36:01Z
dc.date.issued	2001	en_US
dc.identifier	2004003076	en_US
dc.identifier.citation	Burns, R. 2001 'Education and social Change: A Proactive or Reactive Role?', International Review Of Education, vol. 48, no. 1/2, pp. M381-M385.	en_US
dc.identifier.issn	0020-8566	en_US
dc.identifier.other	C1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/4990
dc.description.abstract	This paper reviews the ways in which contributors to the Intemational Review of Education have discussed the role of education in social change. It asserts that education is seen as a major vector in society, but that it is largely allocated a conservative role, since its main function is in the socialisation of the young and the maintenance of the social order. During times of rapid social change, such as the second half of the 20th century, the role of education in the service of the nation is emphasised. When things are going well, especially economically, more experimentation with education is supported, and more idealistic goals are pursued, such as equity of educational opportunity. It is in the ideological and moral spheres, however, that education is most clearly expected to playa leading role. The author traces the relationship between education and social change as reflected in the journal since the 1930s.	en_US
dc.publisher	The Gerontology Society of America	en_US
dc.relation.ispartof	International Review Of Education	en_US
dc.relation.isbasedon	http://biomed.gerontologyjournals.org/cgi/content/abstract/56/6/M381	en_US
dc.title	Education and social Change: A Proactive or Reactive Role?	en_US
dc.type	Journal article
utslib.citation.volume	48	en_US
utslib.citation.number	1/2	en_US
utslib.location	Washington DC, USA	en_US
utslib.citation.startpage	M381	en_US
utslib.citation.endpage	M385	en_US
utslib.identifier.org	Leisure, Sport and Tourism	en_US
utslib.copyright.status	closed_access
pubs.declined	1970-01-01T00:00:00.0+1000

Abstract:

This paper reviews the ways in which contributors to the Intemational Review of Education have discussed the role of education in social change. It asserts that education is seen as a major vector in society, but that it is largely allocated a conservative role, since its main function is in the socialisation of the young and the maintenance of the social order. During times of rapid social change, such as the second half of the 20th century, the role of education in the service of the nation is emphasised. When things are going well, especially economically, more experimentation with education is supported, and more idealistic goals are pursued, such as equity of educational opportunity. It is in the ideological and moral spheres, however, that education is most clearly expected to playa leading role. The author traces the relationship between education and social change as reflected in the journal since the 1930s.

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http://hdl.handle.net/10453/4990