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RECENT PUBLICATIONS


"Placing cybereducation in the UK classroom" by Daniel A. Menchik, published by British Journal of the Sociology of Education (Apr 2004). Link to Publication

Abstract
Use of World Wide Web resources in classrooms appears to facilitate educational practices immune to traditional forces of influence. This paper suggests that irrespective of breadth of knowledge, ease of access, and lack of officially mandated practices regarding the new medium, traditional forms of control over the curriculum constrain classroom use. The field theories of Pierre Bourdieu and Basil Bernstein are employed in order to demonstrate the relationship between expert discourse and classroom pedagogy, using the National Grid for Learning (NGfL) as a case study. This attempt to capture the dynamics of cybereducation ultimately suggests how the intellectual field's fragmentation and decoupling from national education forces offers policymakers the capacity to influence use. Progress of the UK government in integrating knowledge from an emergent educational field with its incumbent educational priorities is gauged, demonstrating the way in which officials have attempted to prevent departures from national curricular standards.