What Do Schools Teach?

Apple, Michael W.; King, Nancy R.

doi:10.2307/1179656

Cited by 33 publications

(15 citation statements)

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“…Indeed, completing a management degree is often a precursor to women progressing in management (Roberts & Karambayya, 2017). Yet management education programs demonstrate a predominantly masculine institutional culture (Sinclair as cited in Smith, 1997) that draws on historical assumptions about gender that constrain what men and women can achieve (Williams as cited in Apple & King, 1983). By extension, the implicit underpinnings of management education are typically associated with hard, masculine characteristics.…”

Section: Literature Reviewmentioning

confidence: 99%

Invisible or Clichéd: How Are Women Represented in Business Cases?

Sharen¹,

McGowan

2018

Journal of Management Education

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Women represent just under 50% of undergraduate business graduates and 36% of MBA graduates. Despite their strong presence in management education programs, women are noticeably absent from business case studies-a key pedagogical tool for instruction within management education programs worldwide. While case studies inform students about business processes, decision making, strategy, and leadership and management challenges, they also promote unintentional learning about gender. We argue that case studies contain a "hidden curriculum" that presents and reinforces implicit assumptions and stereotypes about women's fitness to lead. Using NVivo 11 software to analyze the content of written cases, we examine the presence, absence, and representation of female and male protagonists in a sample of business cases published by a large business school case publisher. The findings offer comparative insights into the proportion of cases featuring female protagonists, the representation of women and men in leadership roles, and the characterizations of the female and male protagonists.Women protagonists were absent in over 80% of cases, and when present, were portrayed as less visionary, risk-taking, agentic, certain, and more emotional, cautious, quality and detail oriented than men.

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Section: Literature Reviewmentioning

confidence: 99%

Invisible or Clichéd: How Are Women Represented in Business Cases?

Sharen¹,

McGowan

2018

Journal of Management Education

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“…It has long been argued that the critical feature distinguishing play from work may be the matter of who instigates the activity. Apple and King's (1977) early research involved observations and interviews with children and their teacher in a kindergarten classroom during the first weeks of the school year. They found that regardless of the nature of the activity itself, it was the context that determined to which of the two categories the activity belongs.…”

Section: Tensions Between Work Pedagogy and Playmentioning

confidence: 99%

‘They Get Fed up with Playing’: Parents' Views on Play-Based Learning in the Preparatory Year

O'Gorman

Ailwood

2012

Contemporary Issues in Early Childhood

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Within early childhood education two ideas are firmly held: that play is the best way for children to learn, and that parents are partners in the child's learning. While these ideas have been explored, limited research to date has investigated the confluence of the two-how parents of young children view the concept of play. This article investigates parents' views on play by analysing the views of a small group of parents of Preparatory Year (Prep) children in Queensland, Australia. The parents in this study held varying definitions of what constitutes play, and complex and contradictory notions of its value. Positive views of play were linked to learning without knowing it, engaging in hands-on activities, and preparation for Year One through a strong focus on academic progress. Some parents held that Prep was play-based, while others did not. The complexities and diversity of parental opinion in this study echo the ongoing commentary about how play ought to be defined. Moreover, the notion that adults may interpret play in different ways is also reflected here. The authors suggest that for early childhood educators these complexities require an ongoing engagement, debate, and reconceptualisation of the place of play in light of broader curricular and sociopolitical agendas.

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“…Marxian analysis of education also suggests that the education system functions, through both its curricular form as well as its curricular content [Apple, 1981] to (1) maintain and extend the ideological hegemony of capitalist culture and ideology [Gramsci, 1971]; (2) provide the necessary skill qualifications for the economy by regulating the flow of students through the system [Paci, 1977]; (3) insure that its graduates assume the behavioral attitudes and values necessary for the smooth functioning of the economy {e.g., obedience, uncritical enthusiasm, adaptability, and perseverance) [Apple and King, 1977;Bowles and Gintis, 1977); and (4) guarantee the stability of the social hierarchy by screening, tracking and labelling students prior to their entry into the world of work [Boudon, 1977;Halsey, 1977, Karabel, 1977Sewell and Shah, 1977]. It also suggests that contemporary education is coming increasingly under the sway of the logic of capitalist calculation, that it is being penetrated by a Weberian form of rationality, partly in response to the existing economic crisis and partly in response to the introduction of new technologies into the classrooms.…”

Section: Radical Liberal Vs Marxian Education Theorymentioning

confidence: 99%

Radical Liberalism and Radical Education

Lichtenstein

1985

American J Econ Sociol

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Abstract. Radical liberalism is a social philosophy which spans two traditions: liberalism (both classical and modern) and left wing radicalism. The former seeks the liberation of individuals from political/economic power; the latter seeks to overturn a social order based on privilege and property The writings of Illich, Freire, and Dewey represent an educational philosophical tradition that falls squarely into the radical liberal school. All three educators generally share a similar attachment to pluralistic, developmental, solidaristic, and egalitarian values. They also desire educational systems which are based on participatory democracy Theirs is a praxis oriented, consciousness raising educational alternative which serves as the starting point for revolutionary social change.

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What Do Schools Teach?

Cited by 33 publications

References 0 publications

Invisible or Clichéd: How Are Women Represented in Business Cases?

Invisible or Clichéd: How Are Women Represented in Business Cases?

‘They Get Fed up with Playing’: Parents' Views on Play-Based Learning in the Preparatory Year

Radical Liberalism and Radical Education

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