ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book argues that whereas the curriculum expresses the aims of a school or a national educational system, pedagogy refers to how the teacher draws on the curriculum in aiming to transform the consciousness of her pupils. It highlights an important issue in relation to pedagogy. The book focuses on a sociological approach, as both Basil Bernstein and the French sociologist Bernard Charlot make clear, is on how pupils develop their relationship to knowledge, not the content of knowledge itself. It discusses the emerging trend among researchers at the time of criticising the leading professions for using their expert knowledge solely to protect their own power. The book also focuses on professional knowledge is to shift the analysis from the knowledge that shapes the work of members of professions which was Bernstein’s focus to the actual work of professions and the knowledge involved.
