eprintid: 10004279 rev_number: 27 eprint_status: archive userid: 587 source: pure dir: disk0/00/00/42/79 datestamp: 2010-05-12 09:57:07 lastmod: 2017-12-07 21:11:09 status_changed: 2010-05-12 09:57:07 type: article metadata_visibility: show item_issues_count: 0 creators_name: Young, Michael creators_name: Muller, Johan creators_id: m.young@ioe.ac.uk creators_id: title: Three educational scenarios for the future : lessons from the sociology of knowledge ispublished: pub divisions: B14 keywords: sociology of knowledge, social realism, Emile Durkheim, Basil Bernstein, boundaries and boundary-crossing, educational futures abstract: This review draws on social realist approaches in the sociology of knowledge and in light of them constructs three scenarios for the future of education in the next decades. The primary focus of the review is on one of the most crucial questions facing educational policy makers- the relationship between school and everyday or common sense knowledge. The different possibilities for how the school/nonschool knowledge boundaries might be approached are expressed in three scenarios - 'boundaries as given', 'a boundary-less world’ and the idea of ‘boundary maintenance as a condition for boundary crossing’. The educational implications of each are explored and the review makes the case for the third scenario. The factors likely to make one or other scenario dominate educational policy in the next 20-30 years are also considered. date: 2010-03 date_type: published oa_status: green language: eng primo: open primo_central: open_green full_text_status: public publication: European Journal of Education volume: 45 number: 1 pagerange: 11-27 pages: 17 refereed: TRUE issn: 1465-3435 citation: Young, Michael; Muller, Johan; (2010) Three educational scenarios for the future : lessons from the sociology of knowledge. European Journal of Education , 45 (1) pp. 11-27. Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/10004279/1/Muller2007Three.pdf