ABSTRACT
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
part |10 pages
Introduction
part |61 pages
Pedagogic rights
chapter |14 pages
Empirical reference points for Bernstein's model of pedagogic rights
chapter |14 pages
The sociology of democratic potentials in social structures
part |87 pages
Democratising knowledge
chapter |16 pages
Investigating principles of curriculum knowledge progression
chapter |15 pages
Changing official knowledge in economy-based societies
chapter |13 pages
Describing forms of knowledge and their variations in French école maternelle
part |59 pages
Democratising pedagogies
chapter |11 pages
Constructing meaning from multisemiotic printed school texts
chapter |18 pages
Vertical discourses and science education
chapter |14 pages
Caught in the net?
part |7 pages
Afterword