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Book Categories |
| Preface | ||
| Acknowledgements | ||
| 1 | Introduction | 1 |
| 2 | Necessity, work, effort and leisure | 11 |
| 3 | The economic and work-related aims of education | 25 |
| 4 | Conceptualising economic life: Part one, the consumptionist tradition | 40 |
| 5 | Conceptualising economic life: Part two, Listian political economy | 54 |
| 6 | Moral education and work | 69 |
| 7 | Vocational education and vocational training | 82 |
| 8 | Learning in the workplace | 96 |
| 9 | Two rival conceptions of vocational education | 110 |
| 10 | Education and labour markets | 124 |
| 11 | Education, well-being and economic growth | 137 |
| 12 | The social value of work | 152 |
| 13 | Education and the 'end-of-work' thesis | 166 |
| Education and work in a social capital perspective | 180 | |
| Policy issues: Schooling, qualifications and the transition to work | 194 | |
| Bibliography | 209 | |
| Index | 216 |
| Price | Condition | Delivery | Seller | Action |
| $183.36 | Digital |
| WonderClub |
Rick Tarnutzer
reviewed Education, Work and Social Capital on April 01, 2011
Education, Work and Social Capital
Let me start by saying I am a professional who works in Higher Education and I genuinely enjoy reading about Higher Ed for fun. However, this book was absolutely brutal to get through. There was no new or unexpected research in this work. The entirety could simply be summed up like this: as a whole, Yale students generally come from higher SES and more privileged backgrounds than other non-Ivy college students.
Another gripe I had were the quotes from the students at both Yale and Southern. Did Mullen purposefully only include the most mindless, grammatically incorrect quotes from these students?! All of the "like" and "ya know" talk really distracted the reader. These students are Ivy League! There must be better quotes to feature in all of her interview recordings than the quotes she chose!
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