This chapter details the emergence of social realism as an effort to address 'the problem of the problem of knowledge' (Moore, 2013b) in the sociology of education. As a backdrop to the discussion, it will briefly outline the manner in which the work of Basil Bernstein - 'a realist, but without a theory of realism' (Moore, 2013a, p. 190) - has served as a central intellectual inspiration behind the development of social realism. It will contrast this work with that produced by the 'new sociology of education' which came to prominence in the 1970s and has been followed by a recurrent trend towards epistemological relativism in the field. The chapter will focus most particularly on the efforts of Rob Moore to identify the shortcomings of such approaches and his significant influence on the development of social realism as an alternative aimed at supporting their strong claims for social justice with strong, rather than relativising, claims for knowledge.

This chapter introduces social realism as a perspective that has drawn upon Bernstein’s thinking about knowledge and connected it with meta-theoretical influences such as critical realism in an effort to develop a realist sociology of education. It provides an overview of the social realist project and of a selection of studies associated with it.

This chapter provides a brief overview of Bernstein’s project—including its theoretical inspirations, key concepts, and ongoing efforts to develop it—and of the contents of the book.

This chapter focuses on Bernstein’s conceptualization of the pedagogic device and on features of its theorization that distinguish it from other approaches commonly adopted in the sociology of education. A selection of empirical studies that have applied the pedagogic device is reviewed.

This chapter addresses a turn towards educational knowledge in Bernstein’s theorizing. It introduces the key concepts of classification and framing as well as some of the modalities of curriculum and pedagogy for which they can provide organizing principles. A selection of studies utilizing concepts developed during this period of Bernstein’s career is reviewed.

This book provides an accessible way into the ideas of Basil Bernstein and exemplifies key conceptual landmarks in the development of his theory

This paper contributes to the theorization of radical visible pedagogy by building upon Basil Bernstein's initial conceptualization and previous efforts to develop it. Alongside Bernstein's "classification" and "framing" we suggest that incorporating the concepts of "semantic gravity" and "semantic density" from Legitimation Code Theory (LCT)-concepts that were not available to those engaged in earlier efforts to theorize radical visible pedagogy-adds an important dimension to this theorization. Outlining the principles of radical visible pedagogy has the potential to inform equitable classroom practice in a manner that eschews the tendency toward dichotomous conceptions of pedagogy as either "traditional" or "progressive."

In this paper, we aim to outline what foundations can offer in terms of understanding education and educational practice, and thus for providing a basis for teachers' professional knowledge. We look critically at the struggle foundation disciplines often experience with coherence and integration in terms of both their relation to each other and to broader (e.g. philosophical or sociological) thought. We begin to rethink foundations more as a (strong, disciplinary and professionally orientated) region rather than a singular or a set of singulars (to use Bernstein's terms), although one that is rather different from other regions. In doing so, we suggest that Bernstein's work, in providing a rich lens to understand curricula and pedagogic practice while holding social and political issues and implications close, is a useful exemplar of the type of educational knowledge which should be at the core of the foundations. A revitalized region of educational foundations can offer the 'powerful professional knowledge' that will enable teachers to make knowledgeable professional judgements in educational practice.

The Curriculum JournalVolume 30, Issue 2 p. 99-104 EditorialFree to Read After the knowledge turn? Politics and pedagogy Ursula Hoadley, Corresponding Author Ursula Hoadley [email protected] University of Cape Town, South Africa[email protected]Search for more papers by this authorAlka Sehgal-Cuthbert, Alka Sehgal-Cuthbert Independent scholarSearch for more papers by this authorBrian Barrett, Brian Barrett State University of New York College at CortlandSearch for more papers by this authorJohn Morgan, John Morgan Faculty of Education and Social Work, University of Auckland, New ZealandSearch for more papers by this author Ursula Hoadley, Corresponding Author Ursula Hoadley [email protected] University of Cape Town, South Africa[email protected]Search for more papers by this authorAlka Sehgal-Cuthbert, Alka Sehgal-Cuthbert Independent scholarSearch for more papers by this authorBrian Barrett, Brian Barrett State University of New York College at CortlandSearch for more papers by this authorJohn Morgan, John Morgan Faculty of Education and Social Work, University of Auckland, New ZealandSearch for more papers by this author First published: 03 April 2019 https://doi.org/10.1080/09585176.2019.1601844Citations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume30, Issue2Special Issue: After the knowledge turn? Politics and pedagogyJune 2019Pages 99-104 RelatedInformation

The article discusses the link between a curriculum based on academic subjects derived from disciplinary knowledge and a progressive pedagogy that endeavours to engage students from all backgrounds with it. Section 1 describes the realist theory of knowledge which justifies the argument for this accommodation between curriculum and pedagogy. Section 2 explains how conceptual progression serves as an effective curriculum design strategy for supporting pedagogy. The final section discusses how concepts and studies from within the social realist tradition can be used to theorise an accommodation between curriculum and pedagogy that promotes cumulative knowledge building among students and teachers by being responsive to both the students and to the knowledge being taught in motivating ways.

This review essay evaluates Karl Maton's Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with discoveries from the world of systemic functional linguistics to produce a new realist sociology of education. It does so by means of Legitimation Code Theory, defined as a toolkit to analyze knowledge construction in cultural fields, especially education. The authors of this review essay take a polyphonic approach in assessing this ambitious synthesis, offering four perspectives on Maton's book. Brian Barrett provides a Bernsteinian perspective; Dan Schubert approaches the book from his grounding in Bourdieu; and Susan Hood contributes a view from systemic functional linguistics. Michael Grenfell weaves these three perspectives together and provides introductory and concluding reflections. They aim, through their combined expertise, to use Maton's book as an occasion to take stock of the state of the field of sociology of education generally and to reflect on the questions: What is its nature and what type of knowledge does it express? To what uses may it be set and what is its place within the larger project of educational theory?

Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While macro' issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on relations within' education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the mixed' pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States.

New York State offered schools scripted curricular modules to assist in meeting the Common Core State Standards. Reports of teacher concerns about rushed and rigid implementation led to qualitative in-depth interviews with general and special educators utilizing the EngageNY modules. While participants expressed appreciation for aspects of the modules, they articulated an alarming ideology that inequities (including disability and poverty) could be remedied by holding students to high standards. As scripted curricula gain popularity within and outside of the U.S. our findings suggest an urgency to interrogate simplified notions of equity and the resulting loss of teacher knowledge and expertise.

This article presents a critical discourse analysis of no promo homo policies and their effects in US schools. No promo homo-short for "no promotion of homosexuality" (Eskridge, 2000, p. 1329)-polices have been adopted across nine states and several local school districts in the United States. They direct teachers and school officials to take a neutral position on the subject of sexual orientation and identity and often restrict or prohibit any school-based instruction, counseling, discussion, or activity that could be construed as being positive about or promoting homosexuality (Bonauto, n.d.; Cahill & Cianciotto, 2004; Eskridge 2000). Our analysis suggests that, despite their claim to neutrality, no promo homo policies are actively harmful both to students who identify as lesbian, gay, bisexual, or transgender (LGBT) 1 as well as to the broader school community. In an effort to ultimately promote healthier, more equitable school environments and experiences for all students, this article aims to raise awareness about the problematic effects of no promo homo policy language and the assumptions that often underlie it.