Bernstein and the Middle Class

Power, Sally; Whitty, Geoff

doi:10.1080/0142569022000038440

Cited by 60 publications

(57 citation statements)

References 18 publications

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“…Clearly this variable is strongly linked to, though distinct from, 8 social class, which we do not have the space to examine separately here. Sociologists have suggested important divisions within the middle class, including the divisions between the 'old' and 'new' middle classes, and the professional and managerial middle classes (Bernstein 1971;Power et. al.…”

Section: Discussionmentioning

confidence: 99%

The social structure of the 14–16 curriculum in England

Sullivan

Zimdars

Heath

2010

International Studies in Sociology of Education

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Section: Discussionmentioning

confidence: 99%

The social structure of the 14–16 curriculum in England

Sullivan

Zimdars

Heath

2010

International Studies in Sociology of Education

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“…Choice also gives different advantages to different middle-class groups: those who have more financial assets can use the private sector more extensively and provide more extra-school support; those who have more cultural capital, especially teachers, can get more information about schools and better prepare their children to get into them and to succeed; while those who have more social capital can use it to gain access to the best schools (Wong, 2004). It is difficult, however, in the absence of longitudinal quantitative studies, to evaluate if choice is really an important element in 'upgrading' the school careers of middle-class children, although it certainly appears to have played a role (Power et al, 2003;Devine, 2004).…”

Section: The Impact Of Policy On Parents' Views and Strategies: Hopesmentioning

confidence: 99%

“…In some schools, there is a strong consensus on a similar value orientation (whether it be elitist, performance-oriented, entrepreneurial, expressive, social …) among head teachers, teachers and parents (Power et al, 2003). This is more frequent in private schools, especially in countries such as France and Belgium, because of the existence of a strong moral Catholic ethos but also because of patterns of teacher recruitment and pupil selection (Ball & Maroy, 2004).…”

Section: Teachers and Schools: The Importance Of Organisation And Socmentioning

confidence: 99%

New Modes of Reproducing Social Inequality in Education: The Changing Role of Parents, Teachers, Schools and Educational Policies

Zanten

2005

European Educational Research Journal

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This article is based on the Keynote Address to the European Conference on Educational Research (ECER), Crete, Greece, 21-25 September 2004. One of the most consistent results in sociology of education research has been the existence of inequalities in school results and educational trajectories related to social factors. Despite an important increase in number of years of schooling for all children in most European countries in the post-war period, research still shows important differences between social and ethnic groups and even a widening of the gap between the most advantaged and most disadvantaged in some countries. Factors shown by previous studies to account for these differences are still at work, but many of them are influential in new ways. In addition to this, new factors have to be taken into account. Using available sociological literature on European countries, while focusing specifically on France as an exemplary case, this article presents some of the new constraints on and opportunities for action by parents, teachers and schools that result from both economic, cultural and educational changes and recent policy orientations.

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“…The social struggles over education are part of institutional characteristics of school systems: the middle classes, being in a key position, are able to influence the development of education in the direction of its exclusive aims (Ferreira, 2000;Power et al, 2003). The academic bias can distort the efforts and investments on schooling, depreciating technical formation and certificates (Barbosa, 2012;Brunello et al, 2007;Schwartzman, 2011).…”

Section: Education and Stratificationmentioning

confidence: 99%

The sociology of education

Dworkin¹,

Ballantine²,

Antikainen³

et al. 2013

Sociopedia

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1Sociology of education makes contributions to the understanding of an important institution present in every society -education. In the following article members of the Board of the ISA Sociology of Education Research Committee, RC04, explore aspects of the field including theory, methods, emerging issues, stratification, inequalities in developing countries, politics of education and multiculturalism, educational assessment and accountability, peer group effects, school-to-work transitions, adult and lifelong learning, teacher supply, demand, status and morale, and social control. Attention is also paid to emerging issues in the sociology of education. Theory in the sociology of educationAs a major contributor to the field of sociology and to the testing of established theories, sociology of education plays a vital role in the continuing development of sociology. Émile Durkheim is generally considered to be the founder of the sociology of education, having provided a sociological conceptualization of education as a system that transmits society's culture and social order to new generations. The sociology of education also derives its conceptual and theoretical roots from the contributions of Marx and Weber. Marx laid down the foundations for conflict theory and later conflict theorists have explored the ideological role of the state in education as it reproduces and maintains class statuses. Weber developed a multidimensional approach in which structure, human agency, the material and the normative were combined.Building on this early foundation, several more recent directions have emerged. Among structural conflict theories, Pierre Bourdieu's (1984) theory of practice, Basil Bernstein's (1996) theory of language codes and Randall Collins's (1979) Weberian theory of social exclusion have had a major impact on contemporary sociology of education. According to Bourdieu's (1984) theory of praxis, the social world consists of the history of accumulation. Education as a part of social and cultural reproduction is linked to cultural capital (capital based on students' social settings and opportunities that provide knowledge of the world derived from live experiences) and subsequent social differences between students. Similarly, in Bernstein's 'code theory ' (1975) he explores the performance of working-class students and argues that socialization is based on class. The dominant school abstract Because education is an essential institution in society, the sociology of education must focus on an array of salient social issues, many with vital policy implications. Following a discussion of the various theoretical orientations and methods used by sociologists of education, this article, which was written by members of the Board of the Sociology of Education Research Committee (RC04), examines a selection of these significant and emerging issues.

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Bernstein and the Middle Class

Cited by 60 publications

References 18 publications

The social structure of the 14–16 curriculum in England

The social structure of the 14–16 curriculum in England

New Modes of Reproducing Social Inequality in Education: The Changing Role of Parents, Teachers, Schools and Educational Policies

The sociology of education

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