Knowledge, Power and Educational Reform

Rob Moore is Senior Lecturer in Education has taught at primary, secondary, further and higher levels in English education. He currently teaches a range of sociology of education courses that cover sociological perspectives and education and more specific areas such as social exclusion and childhood and family. Special interests in epistemology and the problems of knowledge, education and social change, educational differences and youth transitions. John Beck is Director of Studies for Education at the University of Cambridge teaches mainly in the areas of Sociology of Education and Professional Studies on undergraduate, secondary PGCE and Masters courses. His main current research interests include: citizenship and citizenship education; social theory and social policy within the sociology of education; and aspects of personal and social education including sex education. Harry Daniels is Professor of Education at the University of Bath. He has written many books including Vygotsky and Pedagogy, 2nd edition (Routledge) which is widely used around the world as an introduction to Vygotsky’s work.Madeleine Arnot is Professor of Sociology of Education A sociologist of education who is particularly known for her work on gender and education. Her research and teaching interests include social inequalities in education (race, class and gender); family, youth and citizenship; citizenship education; and educational policy and social change. She is currently on the Executive Editorial Board of the British Journal of Sociology of Education and the editorial board of International Studies in Sociology of Education, and associate editor of Gender and Education.

• SECTION 1: Knowledge Structures and Epistemology 1. ON THE SHOULDERS OF GIANTS: verticality of knowledge and the school curriculum 2. KNOWLEDGE STRUCTURES AND INTELLECTUAL FIELDS: Basil Bernstein and the sociology of knowledge 3. ON KNOWLEDGE STRUCTURES AND KNOWER STRUCTURES 4. CLIMBING THE LADDER OF KNOWLEDGE: Plato and Bernstein SECTION 2: Knowledge, Identity and Voice 5. POWER, PEDAGOGIC VOICES AND PUPIL TALK: the implications for pupil consultation as transformative practice 6. DISEMBEDDED MIDDLE CLASS PEDAGOGIC IDENTITIES 7. CHILDREN’S RECONTEXTUALISATIONS OF PEDAGOGY SECTION 3: Professional Knowledge and Pedagogic Change 8. LANGUAGES OF DESCRIPTION AND THE EDUCATION OF RESEARCHERS 9 TEACHERS AS CREATORS OF SOCIAL CONTEXTS FOR SCIENTIFIC LEARNING: a discussion of new approaches to teacher education 10. ACTIVITY, DISCOURSE AND PEDAGOGIC CHANGE SECTION 4: Policy Innovation, Discourse and Educational Reform 11. ‘DIRECTED TIME’: identity and time in New Labour policy discourse 12. RECONTEXTUALISING PROCESSES IN A CONTEXT OF CURRICULUM FLEXIBILITY: the (un)changes of new educational reforms 13. TOWARDS A SOCIOLOGY OF EDUCATIONAL CHANGE: an application of Bernstein to the U.S. ‘No Child Left Behind’ Act 14. LITERACY, PEDAGOGY AND SOCIAL CHANGE: directions from Bernstein’s sociology Ruqaiya Hasan