Basil Bernstein – författare

The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child.'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.'Douglas Barnes, Times Educational Supplement'His honesty is such that it illuminates several aspects of what it is to be a genius.'Josephine Klein, British Journal of Educational Studies

The papers in this second volume show some of the results of the empirical exploration of Bernstein's hypothesis. The volume represents a significant contribution not only to the study of the sociology of language, but also to education and the social sciences. "This collection demonstrates the magnitude of Bernstein's pioneering contribution to socio-linguistic studies" - S. John Eggleston, Times Educational Supplement

Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume each develop from the previous one and demonstrate the evolution of the concepts discussed.

This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse. It draws together and re-examines the findings of the author's earlier work.

Basil Bernstein rarely had a good press in the forty-odd years in which he presented his developing theories to the public. Early admiration for his sociolinguistic 'discoveries' - of codes which regulate, at a deep-structural level, family beliefs and behaviours and relationships, as well as surface utterances - turned quite quickly into a suspicion that his description of social class difference amounted to a declaration of working class deficit. Although Bernstein's writings, particularly in the 1990s, became opaque to the point of seeming to be purposefully obscurantist, they have always been enlivened by clear, pithy and punchy statements which left no room for ambiguity about the case he was making. The struggle to achieve an education system which would offer genuinely equal opportunities to children from all class and cultural backgrounds continued to underpin the writing and teaching of his later years.

The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child.'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.'Douglas Barnes, Times Educational Supplement'His honesty is such that it illuminates several aspects of what it is to be a genius.'Josephine Klein, British Journal of Educational Studies

The papers in this second volume show some of the results of the empirical exploration of Bernstein's hypothesis. The volume represents a significant contribution not only to the study of the sociology of language, but also to education and the social sciences. "This collection demonstrates the magnitude of Bernstein's pioneering contribution to socio-linguistic studies" - S. John Eggleston, Times Educational Supplement

Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume each develop from the previous one and demonstrate the evolution of the concepts discussed.

This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse. It draws together and re-examines the findings of the author's earlier work.

First Published in 1996. Research on childhood is a growing area of interest in social policy. Covering both familial and institutional settings, this book explores relevant issues, including the female workforce and changing family forms.

First Published in 1996. Research on childhood is a growing area of interest in social policy. Covering both familial and institutional settings, this book explores relevant issues, including the female workforce and changing family forms.

Originally published in 1974, Selection and Control: Teachers' Ratings of Children in the Infant School consists of an analysis of teachers’ ratings of children in a middle-class and in a working-class area at the end of their first year and the end of second year of life in the infant school. Presented in two parts, Part One is highly technical as it sets out in some detail the logic of the statistical description. Part Two gives one interpretation of the findings as these might throw light upon differences in the patterns of the teachers’ judgments in the middle-class and working-class area. The results of the maternal interview given in the Appendix show very clearly major class differences in the reported preparation of the child for the current educational experience of the infant school. Today it can be read in its historical context.