The basis of Bernstein’s sociology of education lays in is his theorisation of the different approaches to curriculum, pedagogy and assessment and the implications for pedagogic rights and social justice. This edited collection presents 15 empirical case studies and theoretical accounts from 22 international scholars who focus on the experiences of students and teachers in contexts marked by economic, social, cultural, linguistic and/or geographic diversity. Located in systems of education in Australia, France, Germany, Greece, Portugal, South Africa and the United States, each chapter contributes to a better understanding of the conditions of a democratic education across time and place.
Table of Contents
Section 1 – Introduction Looking back to look forwards: Expanding the sociology of education Phillipe Vitale & Beryl Exley Section 2 – Pedagogic Rights The enigma of Bernsteins’s "Pedagogic Rights" Daniel Frandji & Philippe Vitale. Empirical reference points for Bernstein’s model of pedagogic rights: Recontextualising the reconciliation agenda to Australian schooling Beryl Exley John Davis & Karen Dooley Changing from within: Basil Bernstein, teacher education and social justice Brian Barrett & Rob Moore The sociology of democratic potentials in social structures: The case of apprenticeship in French Freemasonry Célia Poulet Section 3 – Democratizing Knowledge The body of knowledge Johan Muller Investigating principles of curriculum knowledge progression: A case study of design in a civil engineering degree program Nicky Wolmarans, Kathy Luckett & Jennifer Case Devaluing knowledge: School mathematics in a context of segregation Hauke Straehler-Pohl Changing official knowledge in economy-based societies: higher education policy, projected identities and the epistemic shift Sophia Stavrou Describing forms of knowledge and their variations in French école maternelle: The contribution of Bernstein’s concepts Ariane Richard-Bossez Comparing discipline based and interdisciplinary knowledge university education Victoria Millar Section 4: Democratizing Pedagogies Constructing meaning from multisemiotic printed school texts: The heuristic nature of Bernstein’s concepts to analyse students’ difficulties Élisabeth Bautier Vertical discourses and science education: Analysing conceptual demands of educational texts Ana M. Morais & Isabel P. Neves Caught in the net? Innovation and performativity in an Australian University Program William Tyler & Nicola Rolls Re-contextualisation in in-company vocational education in the dual system in Germany Gabriela Höhns Afterword Basil Bernstein and the Problem of Culture and Power in Education Michael W. Apple
Philippe Vitale is Senior Lecturer in the Department of Sociology, Aix-Marseille University, and member of the Mediterranean Laboratory of Sociology, France.
Beryl Exley is Associate Professor in the Faculty of Education, Queensland University of Technology, Australia.