Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536499
Title: Social control in the process of agronomy education at the National Agrarian University in Peru, 1975/6
Author: Cooper, Ross Eric
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1990
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Abstract:
The thesis explores the process of social control involved in the teaching of agronomy at the National Agrarian University in Peru, 1975/6. It is concerned with the social origins, the organisation, the mechanisms, the implications and the consequences of the process of social control. It considers the agronomy course within its social context by examining the Agrarian Reform under the Military Government and the role of agronomists in the changing social division of labour. The analysis is developed in a wider social context considering the social policy of 'participation', and focusing on the role of education in the process of social control. This is to place the analysis of the subtle controls in the educational process within a general theory of social control and also to begin to explore the relationship between the educational experience,and power and control in society. It further considers:- 1) The Education Reform 2) The influence of 'financing' 3) The influence and beneficiaries of research at the University 4) The influence of employment prospects. While examining these issues the analysis of agronomists as part of a coherent social group within the tmiddle class' in Peru, who have acquired socially legitimate technical expertise and are committed to the concept and practice of Idevelopmentalismt is developed. It then develops the argument that the subtle controls inbedded in the pedagogy and course structure are part of a wider process of social control that can reproduce power relations. A consequence of this is the social product of an agricultural model which is 'scientifically' legitimated and yet intimately and exclusively concerned with the problematics of Idvelopmentalism, on both a social and technical level. In conclusion, the teaching of agronomy is argued to be characterised by the process of social control and reproduction, and closely involved in the process of legitimating reproduced social relationships, social positioning and social development.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536499  DOI: Not available
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