Basil Bernstein and the Sociology of Education
DOI:
https://doi.org/10.35699/edur.v42i42.60118Keywords:
Basil Bernstein, Knowledge structures, Sociology of EducationAbstract
This theoretical article aims to describe the internal disorder within the Sociology of Education since 1970 and to indicate the extent to which Bernstein’s work moved in the opposite direction of that disorder.It is argued that Bernstein’s work, both theoretically and methodologically, is characterized by strong conceptualization, a high level of abstraction, and the capacity to describe and explain empirical objects, aligning more closely with strong grammar and vertical knowledge structures. With this argument, the article seeks to demonstrate the uniqueness and relevance of Bernstein’s work, to question epistemological relativism, and to engage with the most recent book by Stephen J. Ball and Jordi Collet-Sabé.
Downloads
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Educação em Revista
This work is licensed under a Creative Commons Attribution 4.0 International License.
All contents of the publication, except where otherwise noted, is licensed under a Creative Commons license of type BY attribution. This license allows others to distribute, remix, adapt and create from work published in Educação em Revista, even for commercial purposes, as long as they give it due credit for the original creation. If the author is responsible for remixing or adapting, he should send a message to the editorial department of Educação em Revista informing such a situation with proof of the credit attribution of the original publication.
How to Cite
