EDUCATION, CULTURE, AND CLASS POWER: BASIL BERNSTEIN AND THE NEO-MARXIST SOCIOLOGY OF EDUCATION

1992 ◽  
Vol 42 (2) ◽  
pp. 127-145 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Sociology Of Education ◽  
Basil Bernstein ◽  
Class Power ◽  
Education Culture

scholarly journals Knowledge and the Sociology of Education

2020 ◽  
Vol 44 ◽  
pp. 10-17
Author(s):  
Michael Young
Keyword(s):  
Sociology Of Education ◽  
Critical Reception ◽  
Current Debate ◽  
Basil Bernstein ◽  
Powerful Knowledge

This paper does not go into detail concerning the current debate around the idea of “powerful knowledge”, however, a brief account of the history and context of the sub-discipline as it has developed in England, is presented. For that purpose, some references to the important works of Basil Bernstein are explicated. It was he after all, following the critical reception of his early work on linguistic codes, who first argued that knowledge, or as it is sometimes expressed “the stuff” and not just “the who” of education, was crucial to any serious debate. Some hot points in the debate between Bernstein and Michael Young are presented. The suggestion is given that differently from Bernstein ideas to take into account „pedagogical code“ in the knowledge reproduction we have to begin with the distinction between memorisation of knowledge which is close to the idea of consumption, and developing a relationship to knowledge which has more affinity with becoming a member of a community.

Truth and truthfulness in the sociology of educational knowledge

2007 ◽  
Vol 5 (2) ◽  
pp. 173-201 ◽  
Author(s):  
Michael Young ◽  
Johan Muller
Keyword(s):  
Sociology Of Knowledge ◽  
Natural Sciences ◽  
Sociology Of Education ◽  
Social Constructivist ◽  
Objective Knowledge ◽  
Symbolic Forms ◽  
Basil Bernstein ◽  
The Social ◽  
Concept Of Truth ◽  
Constructivist Approaches

The aim of this article is to reflect on and explore questions of truth and objectivity in the sociology of educational knowledge. It begins by reviewing the problems raised by the social constructivist approaches to knowledge associated with the `new sociology of education' of the I970s. It suggests that they have significant parallels with the pragmatist ideas of James and Dewey that Durkheim analysed so perceptively in his lectures on pragmatism. The article then considers Basil Bernstein$quoteright$s development of Durkheim$quoteright$s ideas.We argue that despite his highly original conceptual advances Bernstein seems to accept, at least implicitly, that the natural sciences remain the only model for objective knowledge. This leads us to a discussion of Ernest Cassirer$quoteright$s idea of symbolic forms as a more adequate basis for the sociology of knowledge. In the conclusion, the article suggests how an approach to knowledge in educational studies that draws on Cassirer$quoteright$s idea of$space$quoteleftsymbolic objectivity' can come to terms with the tension between the concept of truth and a commitment to `being truthful' that was left unresolved, even unaddressed, by the $space$quoteleftnew' sociology of education of the I970s.

The New "Sociology of Education" and its Legacy

1985 ◽  
Vol 44 ◽  
pp. 10-12
Author(s):  
Geoff Whitty
Keyword(s):  
Paradigm Shift ◽  
Sociology Of Education ◽  
Basil Bernstein ◽  
New Directions ◽  
And Control

The sociology of education in Britain is generally regarded as having gone through something of a paradigm shift in the late 1960s and early 1970s. A supposed “new direction” in the sociology of education was seen to emerge from the work of Basil Bernstein and Michael F.D. Young and their colleagues and students at the Institute of Education in London. This was symbolized in the sub-title of the first major publication by this group — Knowledge and Control: New Directions for the Sociology of Education (Young 1971a). Insofar as there was anything that had a coherent claim to be termed a “new sociology of education” (Gorbutt 1972), its approach was one which sought to make problematic that which had hitherto been taken for granted in education (Young, 1971b).

scholarly journals Perspectives in Sociology of Education: Basil Bernstein and Popular Education

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ivonaldo Leite
Keyword(s):  
Social Change ◽  
Latin American ◽  
Popular Education ◽  
Sociology Of Education ◽  
Speech Codes ◽  
Basil Bernstein

This paper aims to describe some contributions of the British sociologist Basil Bernstein to Popular Education. In this sense, methodologically, it reviews Bernstein's main works and addresses some bases and perspectives of Popular Education. Thus, initially the paper develops an approach on Bernstein's thought and then focuses on Popular Education, taking into account its European and Latin American characterisation. It finds out three contributions in Bernstein's sociology that are important for Popular Education, namely, (1) the theorization about speech codes; (2) the approach on so-called communicative pedagogy; (3) the dimension related to social change.

Kapitalistische Krisen mit und ohne systemischer Herausforderung.

2016 ◽  
Vol 46 (185) ◽  
pp. 543-560 ◽  
Author(s):  
Ingo Schmidt
Keyword(s):  
World Market ◽  
Second World War ◽  
Deep Penetration ◽  
World War ◽  
Major Overhaul ◽  
Domestic Markets ◽  
Global Restructuring ◽  
Social Divisions ◽  
Class Power ◽  
Second World

This article draws on Marxist theories of crises, imperialism, and class formation to identify commonalities and differences between the stagnation of the 1930s and today. Its key argument is that the anti-systemic movements that existed in the 1930s and gained ground after the Second World War pushed capitalists to turn from imperialist expansion and rivalry to the deep penetration of domestic markets. By doing so they unleashed strong economic growth that allowed for social compromise without hurting profits. Yet, once labour and other social movements threatened to shift the balance of class power into their favor, capitalist counter-reform began. In its course, global restructuring, and notably the integration of Russia and China into the world market, created space for accumulation. The cause for the current stagnation is that this space has been used up. In the absence of systemic challenges capitalists have little reason to seek a major overhaul of their accumulation strategies that could help to overcome stagnation. Instead they prop up profits at the expense of the subaltern classes even if this prolongs stagnation and leads to sharper social divisions.

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