For over four decades, Basil Bernstein researched 'the internal organisation and educational context of the school' specifically, and educational systems generally. In particular, he was interested in the powerful forms of knowledge transmitted through schooling systems; who gained access to these forms of knowledge; how they did so; and with what consequences. His research began by examining the differences between language and communication patterns in the institutions of the home/family and of the school, and extended to examining the structuring of pedagogic discourse from the level of the state to the classroom.
This collection brings together chapters by researchers from South Africa, Portugal, the United Kingdom, United States, and Australia, to build on the theoretical concepts developed by Bernstein to explore issues of access and acquisition to school knowledge. In addition, contributors explore the strengths and limitations of Bernstein's work for understanding the structuring of educational institutions, as well as the potential of the theory for assisting educators to make a difference in the lives of students.
For over four decades, Basil Bernstein researched 'the internal organisation and educational context of the school' specifically, and educational systems generally. In particular, he was interested in the powerful forms of knowledge transmitted through schooling systems; who gained access to these forms of knowledge; how they did so; and with what consequences. His research began by examining the differences between language and communication patterns in the institutions of the home/family and of the school, and extended to examining the structuring of pedagogic discourse from the level of the state to the classroom.
This collection brings together chapters by researchers from South Africa, Portugal, the United Kingdom, United States, and Australia, to build on the theoretical concepts developed by Bernstein to explore issues of access and acquisition to school knowledge. In addition, contributors explore the strengths and limitations of Bernstein's work for understanding the structuring of educational institutions, as well as the potential of the theory for assisting educators to make a difference in the lives of students.
Contents: Parlo Singh/ Alan R. Sadovnik/ Susan F. Semel: Introduction – Ana M. Morais/Isabel P. Neves: Basil Bernstein as an Inspiration for Educational Research: Specific Methodological Approaches – Brian Davies/John Evans/John Fitz: Educational Policy and Social Reproduction – Leesa Wheelahan: The Structure of Pedagogic Discourse as a Relay for Power: The Case of Competency-Based Training – Ursula Hoadley: Social Class and Pedagogy – Gabrielle Ivinson: Pedagogic Discourse and Sex Education: Myths, Science and Subversion – Harry Daniels: Subject Position and Identity in Changing Workplaces – Jeanne Gamble: Exploring the Transmission of Moral Order as Invisible Semiotic Mediator of Tacit Knowledge – William Tyler: Towering TIMSS or Leaning PISA? Vertical and Horizontal Models of International Testing Regimes – Johan Muller/Ursula Hoadley: Pedagogy and Moral Order – Karl Maton: Invisible Tribunals: Progress and Knowledge-Building in the Humanities – Karen Bradley/John G. Richardson: The Moral Career of Intelligence, Pedagogical Practices and Educational Psychology – Rita Riksaasen: School Development and Leadership in Norwegian Demonstration Schools – Sally Power: Bernstein and Empirical Research – Parlo Singh/Jessica Harris: Pedagogic Translations: Dominant Pedagogic Modes and Teacher Professional Identity.
The Editors: Parlo Singh is Professor of Education and Dean of the
Graduate Research School at Griffith University, Brisbane,
Australia. She has published extensively in the areas of sociology
of education, cultural identity, and equity issues.
Alan R. Sadovnik is Professor of Education, Sociology, and Public
Affairs and co-director of the Institute on Education Law and
Policy and Newark Schools Research Collaborative at Rutgers
University, Newark. He has published extensively in the sociology
and history of education.
Susan F. Semel is Professor of Education at the City College of New
York and the CUNY Graduate Center. She has published extensively in
the history of education.
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