| Description |
1 online resource |
| Contents |
Cover -- Title -- Copyright -- Contents -- Illustrations -- Contributors -- Acknowledgements -- Foreword -- Introduction -- Part I Legacies, encounters, continuities, misunderstandings -- 1 The current relevance of Basil Bernstein in the sociology of education in France -- 2 Why Bernstein? -- Part II The social and the psychic: The interdisciplinary debate -- 3 The message and the voice -- 4 Subject position and discourse in Activity Theory -- 5 The work of Basil Bernstein: A non-sociologistic and therefore non-deterministic sociology -- Part III Language and the transformations of pedagogic discourse -- 6 Linguistic handicap, social handicap and intellectual handicap -- 7 The analysis of pedagogic discourse as a means of understanding social inequalities in schools -- 8 Segmentalism: The problem of building knowledge and creating knowers -- Part IV Classification and framing: The revision and permanence of curricula -- 9 Reviewing recontextualization of knowledge at university: From Bernsteins theory to empirical research -- 10 Applying a sociological analysis of pedagogic discourse -- 11 The recontextualization of scientific knowledge and learning activities: Translating the French-language curriculum into the writing of a tale in a classe de 6e -- 12 Educational texts and contexts that work discussing the optimization of a model of pedagogic practice -- Part V Epistemological perspectives -- 13 The essential tension: An essay on sociology as knowledge -- 14 Reading Basil Bernstein, a socio-epistemological point of view -- Bibliography -- Index |
| Summary |
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 21<SUP>st</SUP> 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 |
| Subject |
Bernstein, Basil B
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| SUBJECT |
Bernstein, Basil fast |
| Subject |
Education -- Philosophy.
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Educational sociology.
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Education -- Philosophy
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Educational sociology
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| Form |
Electronic book
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| Author |
Frandji, Daniel.
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Vitale, Philippe.
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| ISBN |
9780203843932 |
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0203843932 |
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128293029X |
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9781282930292 |
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