Education and social Change: A Proactive or Reactive Role?

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Show simple item record Burns, R. en_US 2009-12-21T02:36:01Z 2009-12-21T02:36:01Z 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.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.isbasedon en_US
dc.title Education and social Change: A Proactive or Reactive Role? en_US
dc.parent International Review Of Education en_US
dc.journal.volume 48 en_US
dc.journal.number 1/2 en_US
dc.publocation Washington DC, USA en_US
dc.identifier.startpage M381 en_US
dc.identifier.endpage M385 en_US Leisure, Sport and Tourism en_US
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