This book is concerned with articulating a new approach to the sociology of education, one which is realist and that brings together sociological analysis of knowers with epistemological analysis of knowledge. Made up of key previously published chapters, alongside original material, its series of interconnected papers systematically unfold an original theoretical framework.

A key focus of the book is how the social sciences and humanities can build knowledge over time, in terms of both new intellectual development and students? understandings. Recurrent themes include: Are these fields...

We live in knowledge societies and work in knowledge economies, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or LCT . By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to...