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Book Review: The Social Production of Merit: Education, Psychology and Politics in Australia, 1900–1950

Book Review: The Social Production of Merit: Education, Psychology and Politics in Australia,... Australian Journal of Education, Vol. 35, No.2, 1991 The Social Production of Merit: Education, Psychology and Politics Book in Australia, 1900-1950 (Deakin Studies in Education Series 7) Reviews David McCallum London: Falmer Press, 1990. 166 pp. £18.95 hb £8.95 pb. ISBN 1-85000-864-7 Too often, critical work in education has been satisfied with reductive models to understand why curricula, teaching, and policy look the way they do. A classic case was Bowles and Gintis's important but very flawed investigation, Schooling in capitalist America, where schooling was interpreted as simply a mirror reflec­ tion of the 'needs of capital' and of the reproduction ofthe norms and values that would fit students into their respective places in the social division of labour. Reductive analysis comes cheap. Reality, however, is complicated. It does the project of critical educational studies no good if its models are less elegant than what it is trying to describe and change. Over the past two decades, we have made immense progress in moving beyond such functionalist and economistic models, a movement I have been at pains to incorporate into my own corpus of work. Among the signs of such pro­ gress has been the growth of research based http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: The Social Production of Merit: Education, Psychology and Politics in Australia, 1900–1950

Apple, Michael W.
Australian Journal of Education , Volume 35 (2): 2 – Aug 1, 1991
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Publisher
SAGE
Copyright
© 1991 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419103500208
Publisher site
See Article on Publisher Site

Abstract

Australian Journal of Education, Vol. 35, No.2, 1991 The Social Production of Merit: Education, Psychology and Politics Book in Australia, 1900-1950 (Deakin Studies in Education Series 7) Reviews David McCallum London: Falmer Press, 1990. 166 pp. £18.95 hb £8.95 pb. ISBN 1-85000-864-7 Too often, critical work in education has been satisfied with reductive models to understand why curricula, teaching, and policy look the way they do. A classic case was Bowles and Gintis's important but very flawed investigation, Schooling in capitalist America, where schooling was interpreted as simply a mirror reflec­ tion of the 'needs of capital' and of the reproduction ofthe norms and values that would fit students into their respective places in the social division of labour. Reductive analysis comes cheap. Reality, however, is complicated. It does the project of critical educational studies no good if its models are less elegant than what it is trying to describe and change. Over the past two decades, we have made immense progress in moving beyond such functionalist and economistic models, a movement I have been at pains to incorporate into my own corpus of work. Among the signs of such pro­ gress has been the growth of research based

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Australian Journal of Education – SAGE

Published: Aug 1, 1991

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