Del i serien SpringerBriefs in Education

Basil Bernstein

Code Theory and Beyond

Häftad, Engelska, 2024

749 kr

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This book provides an accessible way into the ideas of Basil Bernstein. It introduces, explains and exemplifies key conceptual landmarks in the development of his theory, from his sociolinguistics in the 1960s through analyses of classrooms and the construction of curriculum in the 1970s and 1980s, to studies of intellectual fields of research through the 1990s. The book introduces how these ideas can and have been used in empirical research over the past fifty years, and how they are being built on by scholars in the twenty-first century to create a cumulative approach to understanding education, knowledge and society that is alive and growing today.

Produktinformation

Utgivningsdatum2024-02-17
Mått155 x 235 x 10 mm
Vikt234 g
FormatHäftad
SpråkEngelska
SerieSpringerBriefs in Education
Antal sidor120
FörlagSpringer International Publishing AG
ISBN9783031507434

Tillhör följande kategorier

Språkvetenskap och lingvistik inom Språk och ordböcker
Sociologi inom Samhälle och politik
Pedagogik inom Psykologi och pedagogik

Brian Barrett is a Professor in the Foundations and Social Advocacy Department at the State University of New York at Cortland. He also serves as Graduate Research Coordinator with Cortland’s Urban Recruitment of Educators program. He is co-editor of Knowledge and the future of the curriculum: International studies in social realism (2014) and Knowledge, curriculum and equity: Social realist perspectives (2017).

“This book is notable for its readability – Barrett manages to convey the complex nuances of Bernstein’s work with a lucidity and accuracy that is admirable. … this book provides a distillation of the ley lines of the field … . Both graduate students and more seasoned academics will therefore gain considerably from Barrett’s book – as a point of reference and a general frame from which Bernstein’s work can be further explored it will be much appreciated.” (Jim Hordern, British Journal of Educational Studies, Vol. 72 (2), 2024)