Power, Meaning and Identity: critical sociology of education in the United States

Abstract

The sociology of education in the US is extremely varied in its theoretical and methodological tendencies, its visions of what research is for, and its political sensibilities. This article describes a number of the most interesting recent developments within critically‐oriented sociology of education in the US. It pays particular attention to work on the politics of meaning. It discusses representative examples within the sociology of curriculum. It then takes up ‘critical’ and ‘postmodern/poststructural’ work on critical discourse analysis, identity politics, political economy and the labor process, and racial formation. Finally, it concludes with a discussion of the continuing tensions between the critical and postmodern/poststructural communities methodologically, conceptually, and politically.

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