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.

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.

Illustrating the effect of class relationships upon the institutionalising 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 work 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.

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. Routledge is an imprint of Taylor & Francis, an informa company.