1st Edition

Knowledge, Pedagogy and Society International Perspectives on Basil Bernstein's Sociology of Education

Edited By Daniel Frandji, Philippe Vitale Copyright 2011
    288 Pages
    by Routledge

    282 Pages
    by Routledge

    Over the course of the late-twentieth century Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done. Arguing tirelessly for change, more than any other British sociologist it is Bernstein who presents to us education as a social right and not as a privilege. It is this objective today that makes his work so important.

    Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein’s work against the backdrop of their own research. From teaching content and the social, cognitive and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this collection represents an open dialogue with Bernstein’s work using a forward-looking and dynamic approach.

    Originally published in French with the explicit aim of locating Basil Bernstein’s theories alongside those of Pierre Bourdieu, one of the most important European sociologists, the French editors draw together a collection that offers a diverse background and perspective on Bernstein’s work and thought. Revised to include a new preface, a new introduction and revisited papers, the English edition will be a relevant resource for anyone interested in Bernstein, his reception and importance, as well as individuals working in the sociology of education, theory of education and education policy.

    Part I: Legacies, Encounters, Continuities, Misunderstandings  1. The Current Relevance of Basil Bernstein in the Sociology of Education in France Roger Establet  2. Why Bernstein? Brian Davies  Part II: The Social and the Psychic  3. The Message and the Voice Jean-Manuel De Queiroz  4. Subject Position and Discourse in Activity Theory Harry Daniels  5. The Work of Basil Bernstein Jean-Yves Rochex  Part III: Language and the Transformations of Pedagogic Discourse  6. Linguistic Handicap, Social Handicap and Intellectual Handicap Claude Grignon  7. The Analysis of Pedagogic Discourse as a Means of Understanding Social Inequalities in Schools Elisabeth Bautier  8. Segmentalism Karl Maton  Part IV: Classification and Framing  9. Reviewing Recontextualization of Knowledge at University Sophia Stavrou  10. Applying a Sociological Analysis of Pedagogic Discourse Eric & Catherine Mangez  11. The Recontextualization of Scientific Knowledge and Learning Activities Nadège Pandraud  12. Educational Texts and Contexts that Work Ana M. Morais & Isabel P. Neves  Part V: Epistemological Perspectives  13. The Essential Tension Johan Muller  14. Reading Basil Bernstein Nicole Ramognino


    Daniel Frandji is Senior Lecturer in Sociology at the National Institute of Pedagogical Research (INRP) in Lyon, France.

    Philippe Vitale is Senior Lecturer in Sociology at the University of Provence (Aix en Provence), France.