Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein

Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein

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Taylor & Francis
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Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein

This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include:

  • particular concepts such as voice research

  • the significance of social class in relation to the language, schooling and home cultures

  • differences between official and pedagogic recontextualising fields

  • formation of different types of identities

  • the construction of the learner

  • formation of teacher identities and use of pedagogic discourses

  • analysis of performance-based educational reforms and its impact on pedagogy.

Product Details

ISBN-13: 9780415379144
Publisher: Taylor & Francis
Publication date: 07/27/2006
Pages: 264
Product dimensions: 6.25(w) x 9.25(h) x 0.63(d)

Table of Contents

SECTION 1: Knowledge Structures and Epistemology 1. ON THE SHOULDERS OF GIANTS: verticality of knowledge and the school curriculum 2. KNOWLEDGE STRUCTURES AND INTELLECTUAL FIELDS: Basil Bernstein and the sociology of knowledge 3. ON KNOWLEDGE STRUCTURES AND KNOWER STRUCTURES 4. CLIMBING THE LADDER OF KNOWLEDGE: Plato and Bernstein SECTION 2: Knowledge, Identity and Voice 5. POWER, PEDAGOGIC VOICES AND PUPIL TALK: the implications for pupil consultation as transformative practice 6. DISEMBEDDED MIDDLE CLASS PEDAGOGIC IDENTITIES 7. CHILDREN’S RECONTEXTUALISATIONS OF PEDAGOGY SECTION 3: Professional Knowledge and Pedagogic Change 8. LANGUAGES OF DESCRIPTION AND THE EDUCATION OF RESEARCHERS 9 TEACHERS AS CREATORS OF SOCIAL CONTEXTS FOR SCIENTIFIC LEARNING: a discussion of new approaches to teacher education 10. ACTIVITY, DISCOURSE AND PEDAGOGIC CHANGE SECTION 4: Policy Innovation, Discourse and Educational Reform 11. ‘DIRECTED TIME’: identity and time in New Labour policy discourse 12. RECONTEXTUALISING PROCESSES IN A CONTEXT OF CURRICULUM FLEXIBILITY: the (un)changes of new educational reforms 13. TOWARDS A SOCIOLOGY OF EDUCATIONAL CHANGE: an application of Bernstein to the U.S. ‘No Child Left Behind’ Act 14. LITERACY, PEDAGOGY AND SOCIAL CHANGE: directions from Bernstein’s sociology Ruqaiya Hasan

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