For over four decades Basil Bernstein researched 'the internal organisation and educational
context of the school' specifically and educational systems generally. In particular he was
interested in the powerful forms of knowledge transmitted through schooling systems who gained
access to these forms of knowledge how they did so and with what consequences. His research
began by examining the differences between language and communication patterns in the
institutions of the home family and of the school and extended to examining the structuring of
pedagogic discourse from the level of the state to the classroom. This collection brings
together chapters by researchers from South Africa Portugal the United Kingdom United States
and Australia to build on the theoretical concepts developed by Bernstein to explore issues of
access and acquisition to school knowledge. In addition contributors explore the strengths and
limitations of Bernstein's work for understanding the structuring of educational institutions
as well as the potential of the theory for assisting educators to make a difference in the
lives of students.
