Leaton Gray, SH;
(2017)
The social construction of time in contemporary education: implications for technology, equality and Bernstein's 'conditions for democracy'.
British Journal of Sociology of Education
, 38
(1)
pp. 60-71.
10.1080/01425692.2016.1234366.
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Abstract
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein's 'conditions for democracy' (Bernstein, 2000) as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein's framework presents a useful way of illuminating the complex interplay of personal agency and the external environment. Consequently, here we see that new definitions of time in education, specifically with regard to synchronous versus asynchronous learning, have resulted in new inequalities for those in deprived areas.
| Type: | Article |
|---|---|
| Title: | The social construction of time in contemporary education: implications for technology, equality and Bernstein's 'conditions for democracy' |
| Location: | UK |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/01425692.2016.1234366 |
| Publisher version: | http://dx.doi.org/10.1080/01425692.2016.1234366 |
| Language: | English |
| Additional information: | ©2017 the author(s). Published by informa UK limited, trading as taylor & francis group. This is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/ ), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Time, democracy, learning, technology, inclusion, social class |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1493173 |
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