Overview

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. Volume 1: Theoretical Studies Towards a Sociology of Language: 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 hypothesiswill 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. Volume 2: Applied Studies Towards a Sociology of Language: 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 collectiondemonstrates the magnitude of Bernstein's pioneering contribution to socio-linguistic studies S John Eggleston, Times Educational Supplement Volume 3: Towards a Theory of Educational Transmissions: 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. Volume 4: The Structuring of Pedagogic Discourse: 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. This collection reprints key works published by Routledge 1971-1990

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