Toolkits, Translation Devices and Conceptual Accounts
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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…mehr

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Produktbeschreibung
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.
Autorenporträt
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.