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 Bernstein's 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...

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.

This book, the fifth in the series developing Bernstein's code theory, presents a lucid account of the most recent developments of this code theory and, importantly, shows the close relation between this development and the empirical research to which the theory has given rise. Pedagogy, Symbolic Control and Identity addresses the central issue of Bernstein's research project: are there any general principles underlying the transformation of knowledge into pedagogic communication? In Bernstein's view, we have studied only pedagogic messages and their institutional and ideological base. We...