Basil Bernstein. The thinker and the field. Rob Moore

Size: px
Start display at page:

Download "Basil Bernstein. The thinker and the field. Rob Moore"

Transcription

1 Basil Bernstein The thinker and the field Rob Moore

2 Basil Bernstein Basil Bernstein: the thinker and the field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of the sociology of education and sociology in Britain. Although Bernstein had a particular interest in education, he did not see himself as a sociologist of education alone. By exploring Bernstein s intellectually collaborative character and the evolving system of ideas, drawing upon anthropology and linguistics, the originality of Bernstein s contribution to the social sciences can be truly identified. Rob Moore s text offers a provocative and challenging account of both Bernstein and British sociology and education, approaching Bernstein s work as a complex model of intertwining ideas rather than a single theory. Continued interest in Bernstein s work has opened up a worldwide network of scholarship and Moore considers contemporary research alongside classical sources in Durkheim and Marx to provide an historical analysis of the fields of British sociology and the sociology of education, pinpointing Bernstein s position within them. The book is organized into two main parts: The field: Background and beginnings Durkheim, cosmology and education. The problematic: The structure of pedagogic discourse Bernstein and theory Bernstein and research The pedagogic device. Written by a leading authority in the field, this text will be valuable reading for postgraduate students of sociology and education, along with active researchers and their research students. Rob Moore is a Senior Lecturer in Sociology of Education in the Faculty of Education at the University of Cambridge and a Fellow of Homerton College, Cambridge, UK.

3

4 Basil Bernstein The thinker and the field Rob Moore

5 First published 2013 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 711 Third Avenue, New York, NY Routledge is an imprint of the Taylor and Francis Group, an informa business 2013 R. Moore The right of R. Moore to be identified as author of this work has been asserted by him/her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Moore, Rob, 1946 Basil Bernstein : the thinker and the field / Rob Moore. p. cm. ISBN (hardback) ISBN (ebook) 1. Bernstein, Basil B. 2. Educational sociology. 3. Education Philosophy. I. Title. LB880.B462M dc ISBN: (hbk) ISBN: (ebk) Typeset in Galliard by FiSH Books Ltd, Enfield

6 Contents Acknowledgements vi Introduction 1 SECTION 1 The field 9 1 Background and beginnings 10 2 Durkheim, cosmology and education 35 SECTION 2 The problematic 57 3 The structure of pedagogic discourse: elaborating and restricted codes 58 4 Bernstein and theory: reproduction and interruption 90 5 Bernstein and research: classification and framing The pedagogic device: power and control Conclusion 189 Afterword 192 Basil Bernstein Notes 194 Bibliography 199 Index 206

7 Acknowledgements This book has taken longer than anticipated to produce and I must thank Routledge and my editors there for their patience. My effort has been greatly aided by kind support from many friends, whose advice I have valued. In particular, Brian Barrett and Karl Maton gave me perceptive feedback on the drafts of the chapters as they appeared. As usual, I have had the excellent advice of my colleague John Beck. Frances Christie not only provided information and comment but also saved me from some howlers on matters linguistic. I am grateful to Ruqaiya Hasan for her encouragement and clarifications. Gerald Grace, Mike Hickox, Johan Muller, Elizabeth Rata, Philippe Vitale, Leesa Wheelahan and Michael Young have been fulsome in support and comment. In part, this book is the result of a collective discussion with all those named over many years and more generally with the friends associated with the International Bernstein Symposium. I must add the conventional rider that the final responsibility for what is within is mine but I hope they will approve. Cambridge University Faculty of Education and my College, Homerton, were generous in granting much needed study leave to work on this project. My wife, Susan Marritt, uncomplainingly performed the inhuman task of reading the text and doing her best to civilize my English, wot a job! I am grateful to the Bernstein family and to the Institute of Education archivists for their permission to use Francis Bernstein s photograph of Basil. I hope that they also will approve of this study of his ideas. This book is dedicated to Basil Bernstein, to his memory, to his legacy and to its future. Abjure fati!

8 Introduction This book is about the sociology of Basil Bernstein. It is not in a conventional sense an introduction to his work because neither his thought nor his style lend themselves to something that straightforward. I do hope, however, that it will serve as a lens through which to come to readings and understandings of his work. In technical terms, this book might be best described as an exegesis of Bernstein s thinking in that, to get to the meanings, it is necessary to dig into the texts and to move backwards and forwards across them over time. It is not possible to produce a simple chronology of the evolution of his ideas because, at later points, he returns to earlier ones and recovers a concept or issue and reworks and resets it (even renames it) within a new context. What in the first instance is an issue approached from one direction at a later time is approached from the opposite direction, the same thing viewed from different sides. Hence, to assemble a framework for presenting Bernstein s ideas it is necessary to read across his oeuvre in a synoptic manner, making an arrangement of elements and themes, moving backwards and forwards but in a way that is faithful to his original thinking. I have attempted here to be rigorous in my referencing so that those readers who care to do so can go back to the original sources and decide for themselves the fidelity of my interpretations. Why read a book about Basil Bernstein and why write one? In the first instance, the answer to both is that he was a thinker of immense originality and creativity. He should stand as one of the most inventive modern thinkers in the social sciences and as amongst the most inventive in British sociology. These qualities of originality, creativity and inventiveness have often been undervalued and poorly acknowledged. In part, this book addresses these issues by arguing that Bernstein came from an intellectual background in the formative years of British sociology that made him difficult to interpret for those in the field who came later and under a very different configuration of influences. It is ironic, though not untypical, that it is in the period after his death that his worth is being more properly appreciated through a flourishing of research programmes and scholarships across the world drawing upon his ideas in a wide range of topics in different regions. In what does his originality lie and what is the source of the creativity of

9 2 Introduction his thinking and its fecundity for others? In terms of the sociology of education (although he had an uneasy relationship with that field and did not locate himself within it), Bernstein contributes two things of major significance. In the first instance he provides an understanding of pedagogy as the agency not merely of reproduction but of interruption: as the space for thinking the unthinkable the yet to be thought, the possibility of new realities and this as an intrinsic power of pedagogy, not merely a contingent possibility dependent on circumstance as in the dominant reproduction paradigm. Secondly, in doing so he provides a distinctive object for the sociology of education: the structure of pedagogic discourse itself theorized through the principles of classification and framing and examined in terms of the social distribution of its modalities and their differential class effects. In both these respects, Bernstein stands out from the established orthodoxies that in various ways are preoccupied with how forces from outside education construct its voices only in ways that reproduce existing inequalities. This book attempts to clarify what these things mean. But his project is embedded within a deeper one that goes back to Durkheim and is concerned with the very nature of the social and what it is for human beings to be social beings. Ultimately, the theory of pedagogy is the theory of the social and of being social. Hence, Bernstein s concern with pedagogy is not one narrowly inscribed within the sociology of education but goes to the deepest level of sociological concerns. A central argument in this book is that to understand Bernstein properly it is necessary to understand Durkheim properly (or at least as Bernstein understood him). The reason why Bernstein had an ambiguous relationship with the sociology of education was because he came to Durkheim earlier and through a different route than those who founded the subdiscipline in the UK (especially in the early 1970s in what was known as the new sociology of education although there had never really been an old one). Bernstein came to Durkheim through the British school of social anthropology (inspired by Durkheim via Radcliffe-Brown) but the sociologists of education came to him through a radical American social constructionist critique of Parsonian structural functionalism and Parson s reading of Durkheim. This critical reading positioned Durkheim as a conservative positivist and as the negative pole of the field that which we are against. Durkheim was never either of these he was a socialist republican, a historical materialist and his work a systematic critique of positivism. The crucial text is The Elementary Forms of Religious Life (1995) to be read alongside The Evolution of Educational Thought (1977). Bernstein came to Durkheim and especially his theory of pedagogy from a position, a reading, at the opposite end of the spectrum from the new sociologists of education. We must read Bernstein from his end of the spectrum, not the other. It is for this reason that this book is divided into two sections. The first, on the field attempts to locate Bernstein s thinking and his system within the historical framework of its formative period and investigates the influence

10 Introduction 3 of anthropology in the early years of British sociology. The sociology of religion is especially important here; in particular, the concern with cosmology and the relationship of the sacred and the profane and that between symbolic orders and social structure. If the introduction of these terms seems initially odd, that indicates just why it is necessary to explicate Bernstein s thinking within the context of a particular matrix of ideas in a particular time and setting. The concept of field here is not subject to a systematic theorization I mean it simply as a field of study in the first instance. The term is not being used in Bourdieu s sense. Indeed, the approach taken here could be read as an implicit critique of Bourdieu s relationalism (though I do not want this to be seen as a sterile Bernstein vs. Bourdieu contest). My approach is closer to that of Bernstein s fellow modern Durkheimian, Randall Collins (2000a) in his magnificent study, The Sociology of Philosophies. A field can be seen as a matrix of ideas that reflect what Collins calls deep problems. Elements within the matrix become configured in different ways at particular times constituting rival schools and those configurations change over time. Also, I consider (again following Collins) how a nexus of personal relationships, in a crucial period, influenced the development of the ideas: that between Bernstein, the anthropologist Mary Douglas and the linguists Michael Halliday and Ruqaiya Hasan in the second half of the 1960s. But these terms, field, matrix, nexus are not formalized as a theory or methodology in this book (although there is work in progress ). It follows from the above that this study must work with historical depth. It covers roughly a fifty-year period from the 1950s until Bernstein s death. The exegesis of Bernstein s thinking must involve a consideration of when he thought what he did, both in terms of the intellectual matrix of the time, the nexus of personal relationships and broader social conditions and issues. It must be concerned with the time and the place of the ideas. But, as I have already said, this does not imply a simple linear chronology of development and even less does it imply that old ideas are merely of historical interest, having been replaced by new ones. Of course Bernstein s thinking evolves. But it does so by moving backwards and forwards and from side to side and it is necessary to read new ideas through the old ones and one set of concepts through adjacent ones. Over time, it is not so much that particular ideas develop but that the general problematic increases in depth and richness rather in the way that an artist working on a canvas adds texture and detail to the painting over time. Bernstein s later papers sometimes, tellingly, repeat motifs and phrases from much earlier ones we must join up the dots. Of course, some earlier ideas are discarded and to a considerable extent the movement of the work is a series of episodes in which new concepts are introduced to address problems in preceding work. The concepts of classification and framing addressed a deep problem in the concepts of elaborating and restricted codes. Collins says that creative intellectual schools thrive on problems not solutions if there were only solutions, there would be nothing left to talk about! Bernstein always insisted that having the right problem

11 4 Introduction is more important than having the right approach. His problematic thrives not because of the solutions he provided, but because of the problems he identified and addressed and those he has passed on the balls set rolling as Johan Muller (2006) puts it. The second section is concerned with Bernstein s problematic. Why problematic? There are a number of reasons. First, because this was the term he preferred. What he preferred it to was paradigm. Bernstein from the beginning did not like paradigms. The difference between a paradigm and a problematic is that the fundamental principle of paradigms is that of incommensurability: theories, perspectives, methods cannot speak to each other because they come, it is held, from fundamentally different standpoints and are ideologically incompatible. In essence this was Bernstein s critique of the sociology of education in the early 1970s it adopted a paradigm model of the field (the two sociologies and so on [Moore 2009]). Bernstein was strongly committed to the principle of meta-dialogue, mixed theory and mixed method and also, in teaching, mixed pedagogies: that we begin with a problem and then mobilize our resources, theoretical and methodological around the problem. The problem comes before the approach. The deep problem is the very nature of the social and all our resources should be directed towards that and be mutually supporting and collaborative in their distinctive ways; implying a meta-dialogical principle, a translation device, that can read across approaches and bodies of data in a synthesizing manner. There is a second reason for problematic. A problematic is a problem field, a terrain across which many work in collaboration. Bernstein never believed that he himself was producing the one great theory. He was certainly a centre of inspiration but was inspiring others who worked together with him and with each other to explore the terrain of the problematic and continue to do so. Hence, in an important sense Bernstein s work was and is an extensive collaborative project. However, in this book, my concern is with Bernstein himself and his own writings. I do not systematically review the immense range of work of others within the problematic (see the guide to reading below) I would not presume to do so. The idea of a problematic as a collaborative work in progress is important because Bernstein strongly rejected the idea that any theory could be a total theory reality is always more complex than theory and it is the inevitable shortfall between theory and the world that drives theory forward. Because the social world is, by its very nature, always in change, there can never be theoretical totalization or closure reality is always moving away from us and theory follows it from behind. Theory ends only when the social ends the proclaimed end of history that is the ultimate hubris of ideologues. But social theory itself contributes in part to that movement because it informs in various ways the process of social change. However, Bernstein does not see that process as a deterministic, teleological one. Rather the present is a quantum space of potential within which we can think the unthinkable and envision new realities. There is always a range of possibilities and, hence, the space of

12 Introduction 5 agency and choice. This power is at the heart of pedagogy in Bernstein s theory. Hence, theoretical work must be one of endless creativity and innovation. Bernstein was impatient with theoretical purism and what he called epistemological botany, of putting theories in pigeonholes within an array of approaches or paradigms. Although he was deeply inspired by Durkheim and his magnificent insight, he draws also on Marx, on symbolic interactionism and on Weber and many other traditions. It is the problem that comes first and theoretical resources mobilized around the problem. The purpose of the exercise is to produce news ; that is, to tell us things about the world that are both worth knowing and of use to us in furthering the cause of social justice, especially through education. Bernstein s starting point was that of a teacher and he began with a simple question: why do working class children do worse in education than middle class ones? It is important always to refer back to this beginning because, however abstract the issues may become, this is their basic reference point: how does education work and how might it be made to work better? A note on referencing and further reading References The major source of references to Bernstein s work will be the reprinted Routledge volumes of Class, Codes and Control (CCC) 1 IV. In addition, there is the second revised edition of CCCIII of 1977, which includes some major revisions on the original (the one reprinted by Routledge, 2009III) and also the two volumes of Pedagogy, Symbolic Control and Identity: theory, research, critique, the first in 1996 and the revised edition in I will reference these volumes as follows. Where relevant, the date of first publication of individual chapters will be placed in square [ ] brackets before the date of the collection, such as (Bernstein [1972] 1977 ch. 7, Bernstein [1990] 2009IV): Class, Codes and Control vol. I (Bernstein [1971] 2009I) Class, Codes and Control vol. II (Bernstein [1973] 2009II) Class, Codes and Control vol. III (Bernstein [1975] 2009III) Class, Codes and Control vol. III 2nd revised edition (Bernstein 1977) Class, Codes and Control vol. IV (Bernstein [1990] 2009IV) Pedagogy, Symbolic Control and Identity: theory, research, critique (Bernstein 1996) Pedagogy, Symbolic Control and Identity: theory, research, critique 2nd revised edition, (Bernstein 2000). An exhaustive bibliography of Bernstein s writings can be found in Frandji and Vitale (eds) (2011).

13 6 Introduction Further reading A good initial introduction to Bernstein s thinking is Alan Sadovnik s Basil Bernstein s Theory of Pedagogic Practice in Sadovnik (ed.) (1995). Paul Atkinson s (1985) Language, Structure and Reproduction: an introduction to the sociology of Basil Bernstein is a lucid account of his thinking to that date. I have addressed the relationship of Bernstein to Durkheim in Moore (2004) Education and Society: issues and explanations in the sociology of education, chapter 5; reprinted in Lauder, H. et al. (2006) Education, Globalization and Social Change. For further developments in theory and research see the papers and volumes associated with the biennial international symposium. International Basil Bernstein Symposia: Seventh Symposium: Maison Méditerranéenne des Sciences de l Homme, Aixen-Provence, France, June Sixth Symposium: Griffith University, Brisbane Australia, 30 June 3 July Fifth Symposium: Cardiff School of Social Sciences, Wales, 9 12 July 2008: Ivinson, G., Davies, B. and Fitz, J. (eds) (2011) Knowledge and Identity: Concepts and applications in Bernstein s sociology. London: Routledge. Fourth Symposium: Rutgers University, USA. 2006: Singh, P., Sadovnik A. Semel, S. (eds) (2010) Toolkits, Translation Devices and Conceptual Accounts Essays on Basil Bernstein s Sociology of Knowledge. New York: Peter Lang. Third Symposium: Cambridge University, England, July 2004: Moore, R., Arnot, M., Beck. J. and Daniels, H. (eds) (2006) Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein. London: Routledge. Second Symposium: Cape Town, Republic of South Africa: Muller, J., Davies, B. and Morais, A. (eds) (2004) Reading Bernstein, Researching Bernstein, London: RoutledgeFalmer. First Symposium: Lisbon, Portugal: Morais, A., Neves, I., Davies, B. and Daniels, H. (eds) (2001) Towards a Sociology of Pedagogy: The contribution of Basil Bernstein to research. New York: Peter Lang. See also: Frandji, D. and Vitale, P. (eds) (2011) Knowledge, Pedagogy and Society: International perspectives on Basil Bernstein s sociology of education, London: Routledge. Papers from the Social Issues, Knowledge, Language and Pedagogy: The Current Relevance and Usefulness of Basil Bernstein s Work Conference held at the Ecole Normale Supérieure in Lyon, France 31 May 2 June British Journal of Sociology of Education (2002) Special Edition on Basil Bernstein, volume 23, no. 4. Systemic functional linguistics Christie, F. and Maton, K. (eds) (2011) Disciplinarity: Functional linguistics and sociological perspectives. London and New York: Continuum.

14 Introduction 7 Christie, F. and Martin, J. (eds) (2007) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London and New York: Continuum. Christie, F. (ed.) (1999) Pedagogy and the Shaping of Consciousness: Linguistics and social processes, London: Continuum. The first two titles above combine Bernsteinian with systemic functional linguistics and social realist approaches. Social realism Moore, R. and Maton, K. (eds) (2010) Social Realism, Knowledge and the Sociology of Education: coalitions of the mind, London: Continuum. Moore, R. (2009) Towards the Sociology of Truth. London: Continuum. Maton, K. (2013) Knowledge and Knowers: Towards a realist sociology of education. London: Routledge [forthcoming]. Maton, K., Hood, S. and Shay, S. (eds) (2013) Knowledge-building: Educational studies in legitimation code theory. London, Routledge [forthcoming]. Festschrift Sadovnik, A. (ed.) (1995) Knowledge and Pedagogy: The sociology of Basil Bernstein, Westport: Ablex. Atkinson, P. Davies, B. and Delamont, A. (eds) (1995) Discourse and Reproduction: essays in honor of Basil Bernstein, Cresskill NJ: Hampton Press. Power, S., Aggleton, P., Brannen, J., Brown, A., Chisholm, L. and Mace J. (eds) A Tribute to Basil Bernstein London: Institute of Education.

15

16 Section 1 The field

17 1 Background and beginnings Durkheim s work is a truly magnificent insight into the relationships between symbolic orders, social relationships and the structuring of experience. (Basil Bernstein 2009I: 171) Introduction The main purpose of this chapter is to sketch the broad background from which Bernstein s thinking emerged. The context in which Bernstein s thinking began was liminal, in that it was the period when sociology was starting to coalesce as a subject in British universities but before its rapid expansion in the 1960s and the emergence of the sociology of education in the 1970s. It is in this time and space that the key to Bernstein s thinking is to be found. The argument, in terms of the history of ideas, is that to locate Bernstein within British sociology it is necessary to appreciate, first, the significance of anthropology in that field in his intellectually formative stage and then, within that, of a particular reading of Durkheim and of the place of religion in Durkheim s thought. Bernstein s problematic, within the general matrix of the field of sociology, has its origins within a certain configuration of ideas, issues and influences in that period and the ways in which they were positioned and valorized. The sociology of education, as it developed slightly later, came to be configured in a significantly different way, within which the reading of Bernstein was refracted through a different lens (see Davies 2011). Essentially, the sociology of education could not see Bernstein in terms of the matrix within which his ideas were originally located and where they acquired their particular meaning and force. His ideas and some of the key concepts of his early work such as elaborated and restricted codes were recontextualized and frequently misrecognized in terms of principles or preoccupations very different from his. This is why it is important to begin with a sense of the time and place of Bernstein s starting point. The sociology of education emerges as a distinct field of study when it migrates from a small number of mainstream sociology departments in universities to schools of education and education studies departments in

18 Background and beginnings 11 institutes and colleges of education as one of the foundation disciplines in a time of expansion in education in the late 1960s and early 1970s (Moore 2009 ch. 4). But the sociology of education that came to be as a result of this relocation was some way removed from Bernstein s deeper and more general sociological interests. The major programme of the sociology of education became preoccupied with education as an agency of social reproduction and reproduction in the areas of class, gender and race has remained its overriding concern. The figure of Bourdieu comes to loom large here. The key piece of the jigsaw in these alignments and realignments is Durkheim or, perhaps, Durkheim because the way in which he is constructed and positioned within these different configurations is symptomatic of radically different problematics. In the sociology of education in the early 1970s, Durkheim came to be constructed, for many, as that which we are not Durkheim as the arch positivist other. If, as I suggest, Bernstein s relationship to the sociology of education is in a sense oblique then it is because he comes at it from Durkheim s big question and in a way informed by structural anthropology in the tradition that Durkheim and Mauss inaugurated. It is probably fair to say that little of this would have been visible to those in the vanguard of the new sociology of education (nothing in the literature of the times suggests that it was 1 ). To them, Durkheim was a very different kind of figure: the one received (second-hand) through the radical constructionist critique of Parsonian functionalism and, within that, Parson s reading of Durkheim. Susan Steadman-Jones (2001), in her scholarly and perceptive study of Durkheim, captures what is at stake here: It is important to remember that Durkheim wrote before Parsons, but from the way Durkheim is viewed in sociology s oral tradition, we have to conclude that although formally it is recognized that he died in France in 1917, he suffered a veritable rebirth in America! Paradoxically for a French thinker, this has become the dominant culture in the interpretation of Durkheim. Here he becomes a born-again conservative, not only by the perceived identification of him with the concerns of a particular form of structural functionalism, but also by the characterization of him imposed by significant thinkers within this movement. (Stedman-Jones 2001: 5) It was in this recontextualization of Durkheim that he came to be seen as a conservative positivist a view still widely encountered today. Bernstein, from the very beginning, saw Durkheim so differently because he came to him before he had been born again in his American incarnation. British social anthropology, deeply influenced by Durkheim via Radcliffe-Brown, presented a different view. These different types of understanding of Durkheim imply two radically different structurings of the field of the sociology of education two radically different problematics because the core problems are of fundamentally different orders.

19 12 The field Hence, whereas Durkheim, understood earlier in one way, was the positive pole in Bernstein s thought, understood later in a quite different way, he was the negative pole for the sociology of education. Within this tension, the figure of Bernstein is ambiguous and problematical. The exegesis of Bernstein s theory is, in effect, the excavation of this alternative, though immanent or subterranean, problematic (as described by Alexander 1990) and the matrix within which it is embedded. In these terms, the purpose of the exercise attempted in this chapter and the next is not to locate Bernstein s theory as a particular kind of ism but to reconstruct the matrix of ideas and circumstance in which his ideas really make sense. Particularly significant is the place of concepts that are more usually associated with religious beliefs and practices and it will be argued that the sociology of religion is the best starting point for understanding Bernstein s relationship to the sociology of education. This point will be further developed in the next chapter. Social anthropology, and especially the study of religious thought (cosmology), is crucial to understanding Bernstein s approach. British sociology was, as it were, only half-formed in the time when Bernstein was studying at the London School of Economics (LSE) and anthropology flowed into the empty spaces that sociology had yet to make its own, especially in the form of ethnographic community studies. Consequently, there was a close link between anthropology and the fledgling sociology, including notable anthropologists assuming professorial roles in sociology departments. Collins, in his overview of the historical development of sociology, describes the situation in this way: In Britain, sociology scarcely made it into the academic world at all. The intellectually and socially elite universities at Oxford and Cambridge would not admit a discipline they regarded as plebeian and lacking serious scholarly content. British sociology first found its home in the London School of Economics...where it managed to pick up some theoretical clothing by associating itself with anthropology. (Collins 1994a: 43) In the Forward to Class, Codes and Control volume I (Bernstein [1971] 2009I) Donald MacRae, who taught Durkheim to Bernstein at the LSE (Bernstein 2009I: 3), describes the book as follows: with these papers we are concerned with aspects of the enormous, single but many-faceted issues at the heart of sociology: how is society possible. (Bernstein 2009I: xiii) and links this directly to Durkheim and the Elementary Forms (ibid: pxiv). Bernstein came to Durkheim, not through what MacRae refers to as, the Durkheim of the textbooks but, rather, through what becomes an alternative subterranean legacy. It is within this environment that Bernstein would first have encountered Durkheim and this was a very different Durkheim from the one later constructed in the radical forms of interpretative sociology

20 Background and beginnings 13 that were so influential in the sociology of education that came into being in the 1970s. Collins makes another point of particular significance: Durkheim made no distinction between sociology and anthropology : Durkheim and his followers used the term ethnology for the empirical description of tribal societies, whereas sociology meant the theoretical analysis of any society, tribal or modern...durkheim was particularly interested in inducting the laws of all societies by the study of tribal and non-western societies: partly because he thought that they were simpler and more likely to reveal the elementary forms of social life, but also because they showed more plainly the nonrational sentiments and the symbolism that he believed were involved in every society. The strength of Durkheim and his followers was that they saw modern society through the lens of tribal society. [my emphasis] (Collins 1994a: 183) The distinctive feature of Bernstein s problematic very much reflects this interplay between sociology and anthropology and a Durkheimian perspective upon the modern through the lens of tribal society within which the category of cosmology is crucial. The concern, there, was not with how tribal societies differ from modern but with the ways in which they are similar. Essentially, Bernstein followed Durkheim in approaching education systems in modern societies as equivalent to religious systems in premodern societies, in that both are the primary sites of symbolic production and control and also as potential sites of change of thinking the unthinkable. However, there is a further complication. The stream of anthropological thought within which Bernstein should be located has its initial source in Durkheim s The Elementary Forms of Religious Life (Durkheim 1995). To properly understand Bernstein s concerns, it is necessary to read that revolutionary work in the way that Bernstein did (Moore 2004 ch. 5). But, following the insights of the anthropologist Robin Horton (1973, see Chapter 2) it becomes apparent that Bernstein s position on Durkheim was itself a minority one, though shared by other eminent authorities such as Mary Douglas, with whom Bernstein enjoyed an important intellectual collaboration in the second part of the 1960s, as well as by Horton himself. Thus, if we begin, as many have done, by approaching Bernstein from the sociology of education, we have to take two sharp turns, as it were, the first into social anthropology and the second into a particular understanding within that discipline of the Elementary Forms and of the fundamental categories of the sacred and the profane. It is necessary, then, to advance like the knight in chess: forward, but also to the side. Although Bernstein certainly did have a passionate interest in education, his attitude to the sociology of education was complex and he did not see

This PDF is a truncated section of the. full text for preview purposes only. Where possible the preliminary material,

This PDF is a truncated section of the. full text for preview purposes only. Where possible the preliminary material, This PDF is a truncated section of the full text for preview purposes only. Where possible the preliminary material, first chapter and list of bibliographic references used within the text have been included.

More information

Cinema, Audiences and Modernity

Cinema, Audiences and Modernity Cinema, Audiences and Modernity The purpose of this book is to shed new light on the cinema and modernity debate by confronting established theories on the role of the modern cinematic experience with

More information

Philosophy of Economics

Philosophy of Economics Philosophy of Economics Julian Reiss s Philosophy of Economics: A Contemporary Introduction is far and away the best text on the subject. It is comprehensive, well-organized, sensible, and clearly written.

More information

METRE, RHYME AND FREE VERSE

METRE, RHYME AND FREE VERSE THE CRITICAL IDIOM REISSUED Volume 7 METRE, RHYME AND FREE VERSE METRE, RHYME AND FREE VERSE G. S. FRASER First published in 1970 by Methuen & Co Ltd This edition first published in 2018 by Routledge

More information

Appraising Research: Evaluation in Academic Writing

Appraising Research: Evaluation in Academic Writing Appraising Research: Evaluation in Academic Writing Also by Susan Hood ACADEMIC ENCOUNTERS: LIFE IN SOCIETY (with Kristine Brown) Appraising Research: Evaluation in Academic Writing Susan Hood University

More information

The Hegel Marx Connection

The Hegel Marx Connection The Hegel Marx Connection Also by Tony Burns NATURAL LAW AND POLITICAL IDEOLOGY IN THE PHILOSOPHY OF HEGEL Also by Ian Fraser HEGEL AND MARX: The Concept of Need The Hegel Marx Connection Edited by Tony

More information

MARXISM AND EDUCATION

MARXISM AND EDUCATION MARXISM AND EDUCATION MARXISM AND EDUCATION This series assumes the ongoing relevance of Marx s contributions to critical social analysis and aims to encourage continuation of the development of the legacy

More information

WHEN THE GOLDEN BOUGH BREAKS

WHEN THE GOLDEN BOUGH BREAKS ROUTLEDGE LIBRARY EDITIONS: ANTHROPOLOGY OF RELIGION Volume 6 WHEN THE GOLDEN BOUGH BREAKS This page intentionally left blank WHEN THE GOLDEN BOUGH BREAKS Structuralism or Typology? PETER MUNZ First published

More information

Essential Histories. The Greek and Persian W ars BC

Essential Histories. The Greek and Persian W ars BC Essential Histories The Greek and Persian W ars 499-386 BC Page Intentionally Left Blank Essential Histories The Greek and Persian W ars 499-386 BC Philip de Souza! J Routledge Taylor &. Francis Group

More information

Global Political Thinkers Series Editors:

Global Political Thinkers Series Editors: Global Political Thinkers Series Editors: H. Behr, Professor of International Relations, School of Geography, Politics and Sociology, Newcastle University, UK F. Roesch, Senior Lecturer in International

More information

Corpus Approaches to Critical Metaphor Analysis

Corpus Approaches to Critical Metaphor Analysis Corpus Approaches to Critical Metaphor Analysis Corpus Approaches to Critical Metaphor Analysis Jonathan Charteris-Black Jonathan Charteris-Black, 2004 Softcover reprint of the hardcover 1st edition 2004

More information

Four Characteristic Research Paradigms

Four Characteristic Research Paradigms Part II... Four Characteristic Research Paradigms INTRODUCTION Earlier I identified two contrasting beliefs in methodology: one as a mechanism for securing validity, and the other as a relationship between

More information

FIFTY KEY CONTEMPORARY THINKERS

FIFTY KEY CONTEMPORARY THINKERS FIFTY KEY CONTEMPORARY THINKERS From structuralism to postmodernity John Lechte London and New York FIFTY KEY CONTEMPORARY THINKERS In this book, John Lechte focuses both on the development of structuralist

More information

Grant Jarvie and Joseph Maguire, Sport and Leisure in Social Thought. Routledge, London, Index, pp

Grant Jarvie and Joseph Maguire, Sport and Leisure in Social Thought. Routledge, London, Index, pp 144 Sporting Traditions vol. 12 no. 2 May 1996 Grant Jarvie and Joseph Maguire, Sport and Leisure in Social Thought. Routledge, London, 1994. Index, pp. 263. 14. The study of sport and leisure has come

More information

WOMEN'S REPRESENTATIONS OF THE OCCUPATION IN POST-'68 FRANCE

WOMEN'S REPRESENTATIONS OF THE OCCUPATION IN POST-'68 FRANCE WOMEN'S REPRESENTATIONS OF THE OCCUPATION IN POST-'68 FRANCE Also by Claire Gorrara EUROPEAN MEMORIES OF TIlE SECOND WORLD WAR: New Perspectives on Postwar Literature (editor with H. Peitsch and C. Burdett)

More information

Marxism and Education. Series Editor Anthony Green Institute of Education University of London London, United Kingdom

Marxism and Education. Series Editor Anthony Green Institute of Education University of London London, United Kingdom Marxism and Education Series Editor Anthony Green Institute of Education University of London London, United Kingdom This series assumes the ongoing relevance of Marx s contributions to critical social

More information

PROBLEM FATHERS IN SHAKESPEARE AND RENAISSANCE DRAMA

PROBLEM FATHERS IN SHAKESPEARE AND RENAISSANCE DRAMA PROBLEM FATHERS IN SHAKESPEARE AND RENAISSANCE DRAMA Fathers are central to the drama of Shakespeare s time: they are revered, even sacred, yet they are also flawed human beings who feature as obstacles

More information

Defining Literary Criticism

Defining Literary Criticism Defining Literary Criticism This page intentionally left blank Defining Literary Criticism Scholarship, Authority and the Possession of Literary Knowledge, 1880 2002 Carol Atherton Carol Atherton 2005

More information

The Discourse of Peer Review

The Discourse of Peer Review The Discourse of Peer Review Brian Paltridge The Discourse of Peer Review Reviewing Submissions to Academic Journals Brian Paltridge Sydney School of Education & Social Work University of Sydney Sydney,

More information

The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race

The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race Journal of critical Thought and Praxis Iowa state university digital press & School of education Volume 6 Issue 3 Everyday Practices of Social Justice Article 9 Book Review The Critical Turn in Education:

More information

Kęstas Kirtiklis Vilnius University Not by Communication Alone: The Importance of Epistemology in the Field of Communication Theory.

Kęstas Kirtiklis Vilnius University Not by Communication Alone: The Importance of Epistemology in the Field of Communication Theory. Kęstas Kirtiklis Vilnius University Not by Communication Alone: The Importance of Epistemology in the Field of Communication Theory Paper in progress It is often asserted that communication sciences experience

More information

Also by Erica Fudge and from the same publishers AT THE BORDERS OF THE HUMAN: Beasts, Bodies and Natural Philosophy in the Early Modern Period

Also by Erica Fudge and from the same publishers AT THE BORDERS OF THE HUMAN: Beasts, Bodies and Natural Philosophy in the Early Modern Period PERCEIVING ANIMALS Also by Erica Fudge and from the same publishers AT THE BORDERS OF THE HUMAN: Beasts, Bodies and Natural Philosophy in the Early Modern Period (edited with Ruth Gilbert and Susan Wiseman)

More information

The Letter in Flora Tristan s Politics,

The Letter in Flora Tristan s Politics, The Letter in Flora Tristan s Politics, 1835 1844 This page intentionally left blank The Letter in Flora Tristan s Politics, 1835 1844 Máire Fedelma Cross Máire Fedelma Cross 2004 Softcover reprint of

More information

Cultural Sociology. Series Editors Jeffrey C. Alexander Center for Cultural Sociology Yale University New Haven, CT, USA

Cultural Sociology. Series Editors Jeffrey C. Alexander Center for Cultural Sociology Yale University New Haven, CT, USA Cultural Sociology Series Editors Jeffrey C. Alexander Center for Cultural Sociology Yale University New Haven, CT, USA Ron Eyerman Center for Cultural Sociology Yale University New Haven, CT, USA David

More information

scholars have imagined and dealt with religious people s imaginings and dealings

scholars have imagined and dealt with religious people s imaginings and dealings Religious Negotiations at the Boundaries How religious people have imagined and dealt with religious difference, and how scholars have imagined and dealt with religious people s imaginings and dealings

More information

APSA Methods Studio Workshop: Textual Analysis and Critical Semiotics. August 31, 2016 Matt Guardino Providence College

APSA Methods Studio Workshop: Textual Analysis and Critical Semiotics. August 31, 2016 Matt Guardino Providence College APSA Methods Studio Workshop: Textual Analysis and Critical Semiotics August 31, 2016 Matt Guardino Providence College Agenda: Analyzing political texts at the borders of (American) political science &

More information

Introduction: Mills today

Introduction: Mills today Ann Nilsen and John Scott C. Wright Mills is one of the towering figures in contemporary sociology. His writings continue to be of great relevance to the social science community today, more than 50 years

More information

CONRAD AND IMPRESSIONISM JOHN G. PETERS

CONRAD AND IMPRESSIONISM JOHN G. PETERS CONRAD AND IMPRESSIONISM JOHN G. PETERS PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh

More information

FOOD PROCESSING TECHNOLOGY

FOOD PROCESSING TECHNOLOGY FOOD PROCESSING TECHNOLOGY Principles and Practice Second Edition P. Fellows Director, Midway Technology and Visiting Fellow in Food Technology at Oxford Brookes University Published by Woodhead Publishing

More information

Media Literacy and Semiotics

Media Literacy and Semiotics Media Literacy and Semiotics Semiotics and Popular Culture Series Editor: Marcel Danesi Written by leading figures in the interconnected fields of popular culture, media, and semiotic studies, the books

More information

The Contemporary Novel and the City

The Contemporary Novel and the City The Contemporary Novel and the City This page intentionally left blank The Contemporary Novel and the City Re- conceiving National and Narrative Form Stuti Khanna Assistant Professor, Indian Institute

More information

RT0229_C00.qxd 4/6/04 12:22 PM Page i. Religion Online

RT0229_C00.qxd 4/6/04 12:22 PM Page i. Religion Online RT0229_C00.qxd 4/6/04 12:22 PM Page i Religion Online RT0229_C00.qxd 4/6/04 12:22 PM Page ii RT0229_C00.qxd 4/6/04 12:22 PM Page iii Religion Online Finding Faith on the Internet Edited by Lorne L. Dawson

More information

IS SCIENCE PROGRESSIVE?

IS SCIENCE PROGRESSIVE? IS SCIENCE PROGRESSIVE? SYNTHESE LIBRARY STUDIES IN EPISTEMOLOGY, LOGIC, METHODOLOGY, AND PHILOSOPHY OF SCIENCE Managing Editor: JAAKKO HINTIKKA, Florida State University, Tallahassee Editors: DONALD DAVIDSON,

More information

Author Directions: Navigating your success from PhD to Book

Author Directions: Navigating your success from PhD to Book Author Directions: Navigating your success from PhD to Book SNAPSHOT 5 Key Tips for Turning your PhD into a Successful Monograph Introduction Some PhD theses make for excellent books, allowing for the

More information

Introduction to the Sociology of Development

Introduction to the Sociology of Development Introduction to the Sociology of Development Also by Andrew Webster INTRODUCTORY SOCIOLOGY (co-author) Introduction to the Sociology of Development Second Edition Andrew Webster palgrave Andrew Webster

More information

Logic and the Limits of Philosophy in Kant and Hegel

Logic and the Limits of Philosophy in Kant and Hegel Logic and the Limits of Philosophy in Kant and Hegel This page intentionally left blank Logic and the Limits of Philosophy in Kant and Hegel Clayton Bohnet Fordham University, USA Clayton Bohnet 2015 Softcover

More information

Radiology for Undergraduate Finals and Foundation Years

Radiology for Undergraduate Finals and Foundation Years MasterPass Radiology for Undergraduate Finals and Foundation Years key topics and question types Tristan Barrett, Nadeem Shaida and Ashley Shaw Foreword by Adrian K Dixon Radiology for Undergraduate Finals

More information

Theatre, Communication, Critical Realism

Theatre, Communication, Critical Realism Theatre, Communication, Critical Realism WHAT IS THEATRE? Series Editor: Ann C. Hall Given the changing nature of audiences, entertainment, and media, the role of theatre in twenty-first century culture

More information

Thai Architecture in Anthropological Perspective

Thai Architecture in Anthropological Perspective Thai Architecture in Anthropological Perspective Supakit Yimsrual Faculty of Architecture, Naresuan University Phitsanulok, Thailand Supakity@nu.ac.th Abstract Architecture has long been viewed as the

More information

THE COUNTER-CREATIONISM HANDBOOK

THE COUNTER-CREATIONISM HANDBOOK THE COUNTER-CREATIONISM HANDBOOK This page intentionally left blank THE COUNTER-CREATIONISM HANDBOOK Mark Isaak University of California Press Berkeley Los Angeles London University of California Press,

More information

By Rahel Jaeggi Suhrkamp, 2014, pbk 20, ISBN , 451pp. by Hans Arentshorst

By Rahel Jaeggi Suhrkamp, 2014, pbk 20, ISBN , 451pp. by Hans Arentshorst 271 Kritik von Lebensformen By Rahel Jaeggi Suhrkamp, 2014, pbk 20, ISBN 9783518295878, 451pp by Hans Arentshorst Does contemporary philosophy need to concern itself with the question of the good life?

More information

Procedural Form in Postmodern American Poetry

Procedural Form in Postmodern American Poetry Procedural Form in Postmodern American Poetry Modern and Contemporary Poetry and Poetics Modern and Contemporary Poetry and Poetics promotes and pursues topics in the burgeoning field of 20th and 21st

More information

Modular Narratives in Contemporary Cinema

Modular Narratives in Contemporary Cinema Modular Narratives in Contemporary Cinema This page intentionally left blank Modular Narratives in Contemporary Cinema Allan Cameron Allan Cameron 2008 Softcover reprint of the hardcover 1st edition 2008

More information

Narrative Dimensions of Philosophy

Narrative Dimensions of Philosophy Narrative Dimensions of Philosophy This page intentionally left blank Narrative Dimensions of Philosophy A Semiotic Exploration in the Work of Merleau-Ponty, Kierkegaard and Austin Sky Marsen Victoria

More information

Readability: Text and Context

Readability: Text and Context Readability: Text and Context Also by Alan Bailin THE CRITICAL ASSESSMENT OF RESEARCH Traditional and New Methods of Evaluation ( co- authored) METAPHOR AND THE LOGIC OF LANGUAGE USE Also by Ann Grafstein

More information

Understanding International Relations

Understanding International Relations Understanding International Relations ALSO BY CHRIS BROWN International Relations Theory: New Normative Approaches Political Restructuring in Europe: Ethical Perspectives (ed.) Understanding International

More information

Postdisciplinary Studies in Discourse

Postdisciplinary Studies in Discourse Postdisciplinary Studies in Discourse Series Editors Johannes Angermuller University of Warwick Coventry, United Kingdom Judith Baxter Aston University Birmingham, UK Aim of the series Postdisciplinary

More information

CRITIQUE OF PARSONS AND MERTON

CRITIQUE OF PARSONS AND MERTON UNIT 31 CRITIQUE OF PARSONS AND MERTON Structure 31.0 Objectives 31.1 Introduction 31.2 Parsons and Merton: A Critique 31.2.0 Perspective on Sociology 31.2.1 Functional Approach 31.2.2 Social System and

More information

Public Television in the Digital Era

Public Television in the Digital Era Public Television in the Digital Era Also by Petros Iosifidis EUROPEAN TELEVISION INDUSTRIES (with f. Steemers and M. Wheeler) Public Television in the Digital Era Technological Challenges and New Strategies

More information

The Search for Selfhood in Modern Literature

The Search for Selfhood in Modern Literature The Search for Selfhood in Modern Literature Also by Murray Roston PROPHET AND POET: The Bible and the Growth of Romanticism BIBLICAL DRAMA IN ENGLAND: From the Middle Ages to the Present Day THE SOUL

More information

EROS AND SOCRATIC POLITICAL PHILOSOPHY

EROS AND SOCRATIC POLITICAL PHILOSOPHY EROS AND SOCRATIC POLITICAL PHILOSOPHY RECOVERING POLITICAL PHILOSOPHY SERIES EDITORS: THOMAS L. PANGLE AND TIMOTHY BURNS PUBLISHED BY PALGRAVE MACMILLAN: Lucretius as Theorist of Political Life By John

More information

Communication Studies Publication details, including instructions for authors and subscription information:

Communication Studies Publication details, including instructions for authors and subscription information: This article was downloaded by: [University Of Maryland] On: 31 August 2012, At: 13:11 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer

More information

Article begins on next page

Article begins on next page A Handbook to Twentieth-Century Musical Sketches Rutgers University has made this article freely available. Please share how this access benefits you. Your story matters. [https://rucore.libraries.rutgers.edu/rutgers-lib/48986/story/]

More information

Emerging Questions: Fernando F. Segovia and the Challenges of Cultural Interpretation

Emerging Questions: Fernando F. Segovia and the Challenges of Cultural Interpretation Emerging Questions: Fernando F. Segovia and the Challenges of Cultural Interpretation It is an honor to be part of this panel; to look back as we look forward to the future of cultural interpretation.

More information

SOCIOLOGICAL POETICS AND AESTHETIC THEORY

SOCIOLOGICAL POETICS AND AESTHETIC THEORY SOCIOLOGICAL POETICS AND AESTHETIC THEORY By the same author THE SOCIOLOGY OF LITERATURE MARX AND MODERN SOCIAL THEORY THE NOVEL AND REVOLUTION THE MYTH OF MASS CULTURE A SHORT HISTORY OF SOCIOLOGICAL

More information

in this web service Cambridge University Press

in this web service Cambridge University Press The Cambridge Introduction to Poetic Form This lively and accessible book explores the ways in which poetic form itself forms, and may indeed transform, a poem s meaning. After a chapter on the elements

More information

The Shimer School Core Curriculum

The Shimer School Core Curriculum Basic Core Studies The Shimer School Core Curriculum Humanities 111 Fundamental Concepts of Art and Music Humanities 112 Literature in the Ancient World Humanities 113 Literature in the Modern World Social

More information

Britain, Europe and National Identity

Britain, Europe and National Identity Britain, Europe and National Identity This page intentionally left blank Britain, Europe and National Identity Self and Other in International Relations Justin Gibbins Assistant Professor, College of Sustainability

More information

The Rhetoric of Religious Cults

The Rhetoric of Religious Cults The Rhetoric of Religious Cults This page intentionally left blank The Rhetoric of Religious Cults Terms of Use and Abuse Annabelle Mooney Centre for Language and Communication Research Cardiff University,

More information

Anthropology and Philosophy: Creating a Workspace for Collaboration

Anthropology and Philosophy: Creating a Workspace for Collaboration Anthropology and Philosophy: Creating a Workspace for Collaboration Review by Christopher Kloth Anthropology & Philosophy: Dialogues on Trust and Hope By: Sune Liisberg, Esther Oluffa Pederson, and Anne

More information

A Hybrid Theory of Metaphor

A Hybrid Theory of Metaphor A Hybrid Theory of Metaphor A Hybrid Theory of Metaphor Relevance Theory and Cognitive Linguistics Markus Tendahl University of Dortmund, Germany Markus Tendahl 2009 Softcover reprint of the hardcover

More information

Shakespeare s Tragedies

Shakespeare s Tragedies Shakespeare s Tragedies Blackwell Guides to Criticism Editor Michael O Neill The aim of this new series is to provide undergraduates pursuing literary studies with collections of key critical work from

More information

Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for Chemistry Education

Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for Chemistry Education Downloaded via 148.251.232.83 on November 7, 2018 at 11:19:13 (UTC). See https://pubs.acs.org/sharingguidelines for options on how to legitimately share published articles. Teaching and the Internet: The

More information

THE FRENCH REVOLUTION

THE FRENCH REVOLUTION THE FRENCH REVOLUTION Studies in European History General Editor: Richard Overy Editorial Consultants: John Breuilly & Roy Porter PUBLISHED TITLES Jeremy Black T. C. ltv. Blanning John Breuilly PeterBurke

More information

Cyber Ireland. Text, Image, Culture. Claire Lynch. Brunel University London, UK

Cyber Ireland. Text, Image, Culture. Claire Lynch. Brunel University London, UK Cyber Ireland Cyber Ireland Text, Image, Culture Claire Lynch Brunel University London, UK Claire Lynch 2014 Softcover reprint of the hardcover 1st edition 2014 978-0-230-35817-1 All rights reserved. No

More information

Max Weber and Postmodern Theory

Max Weber and Postmodern Theory Max Weber and Postmodern Theory This page intentionally left blank Max Weber and Postmodern Theory: Rationalization versus Re-enchantment Nicholas Gane Nicholas Gane 2002 Softcover reprint of the hardcover

More information

Writing an Honors Preface

Writing an Honors Preface Writing an Honors Preface What is a Preface? Prefatory matter to books generally includes forewords, prefaces, introductions, acknowledgments, and dedications (as well as reference information such as

More information

Re-Reading Harry Potter

Re-Reading Harry Potter Re-Reading Harry Potter Also by Suman Gupta LITERATURE AND GLOBALIZATION SOCIAL CONSTRUCTIONIST IDENTITY POLITICS AND LITERARY STUDIES THE THEORY AND REALITY OF DEMOCRACY: A Case Study in Iraq THE REPLICATION

More information

Watcharabon Buddharaksa. The University of York. RCAPS Working Paper No January 2011

Watcharabon Buddharaksa. The University of York. RCAPS Working Paper No January 2011 Some methodological debates in Gramscian studies: A critical assessment Watcharabon Buddharaksa The University of York RCAPS Working Paper No. 10-5 January 2011 Ritsumeikan Center for Asia Pacific Studies

More information

Rock Music in Performance

Rock Music in Performance Rock Music in Performance This page intentionally left blank Rock Music in Performance David Pattie University of Chester This ebook does not include ancillary media that was packaged with the printed

More information

We are told and socialised into what to reject, but rarely told how to create. (Basil Bernstein 1977 p167)

We are told and socialised into what to reject, but rarely told how to create. (Basil Bernstein 1977 p167) 1 The Growth Of Knowledge and the Discursive Gap We are told and socialised into what to reject, but rarely told how to create. (Basil Bernstein 1977 p167) Rob Moore, University of Cambridge, UK Johan

More information

EPISTEMOLOGY, METHODOLOGY, AND THE SOCIAL SCIENCES

EPISTEMOLOGY, METHODOLOGY, AND THE SOCIAL SCIENCES EPISTEMOLOGY, METHODOLOGY, AND THE SOCIAL SCIENCES BOSTON STUDIES IN THE PHILOSOPHY OF SCIENCE EDITED BY ROBERT S. COHEN AND MARX W. WARTOFSKY VOLUME 71 EPISTEMOLOGY, METHODOLOGY, AND THE SOCIAL SCIENCES

More information

that would join theoretical philosophy (metaphysics) and practical philosophy (ethics)?

that would join theoretical philosophy (metaphysics) and practical philosophy (ethics)? Kant s Critique of Judgment 1 Critique of judgment Kant s Critique of Judgment (1790) generally regarded as foundational treatise in modern philosophical aesthetics no integration of aesthetic theory into

More information

CUST 100 Week 17: 26 January Stuart Hall: Encoding/Decoding Reading: Stuart Hall, Encoding/Decoding (Coursepack)

CUST 100 Week 17: 26 January Stuart Hall: Encoding/Decoding Reading: Stuart Hall, Encoding/Decoding (Coursepack) CUST 100 Week 17: 26 January Stuart Hall: Encoding/Decoding Reading: Stuart Hall, Encoding/Decoding (Coursepack) N.B. If you want a semiotics refresher in relation to Encoding-Decoding, please check the

More information

Critical Spatial Practice Jane Rendell

Critical Spatial Practice Jane Rendell Critical Spatial Practice Jane Rendell You can t design art! a colleague of mine once warned a student of public art. One of the more serious failings of some so-called public art has been to do precisely

More information

British Women s Life Writing,

British Women s Life Writing, British Women s Life Writing, 1760 1840 Also by Amy Culley WOMEN S COURT AND SOCIETY MEMOIRS (ed. vols. 1 4, 2009) WOMEN S LIFE WRITING, 1700 1850: Gender, Genre and Authorship (ed. with Daniel Cook, 2012)

More information

Leverhulme Research Project Grant Narrating Complexity: Communication, Culture, Conceptualization and Cognition

Leverhulme Research Project Grant Narrating Complexity: Communication, Culture, Conceptualization and Cognition Leverhulme Research Project Grant Narrating Complexity: Communication, Culture, Conceptualization and Cognition Abstract "Narrating Complexity" confronts the challenge that complex systems present to narrative

More information

CONTEMPORARY SOCIAL THEORY

CONTEMPORARY SOCIAL THEORY CONTEMPORARY SOCIAL THEORY General Editor: ANTHONY GIDDENS This series aims to create a forum for debate between different theoretical and philosophical traditions in the social sciences. As well as covering

More information

Dickens the Journalist

Dickens the Journalist Dickens the Journalist Other titles by this author: DICKENS' JOURNALISM, VOLUME 4: The Uncommercial Traveller and Other Papers, 1859-70 (edited by Michael Slater and John Drew) Dickens the Journalist John

More information

Comparative Literature: Theory, Method, Application Steven Totosy de Zepetnek (Rodopi:

Comparative Literature: Theory, Method, Application Steven Totosy de Zepetnek (Rodopi: Comparative Literature: Theory, Method, Application Steven Totosy de Zepetnek (Rodopi: Amsterdam-Atlanta, G.A, 1998) Debarati Chakraborty I Starkly different from the existing literary scholarship especially

More information

Caribbean Women and the Question of Knowledge. Veronica M. Gregg. Department of Black and Puerto Rican Studies

Caribbean Women and the Question of Knowledge. Veronica M. Gregg. Department of Black and Puerto Rican Studies Atlantic Crossings: Women's Voices, Women's Stories from the Caribbean and the Nigerian Hinterland Dartmouth College, May 18-20, 2001 Caribbean Women and the Question of Knowledge by Veronica M. Gregg

More information

Women, Authorship and Literary Culture,

Women, Authorship and Literary Culture, Women, Authorship and Literary Culture, 1690 1740 Other books by Sarah Prescott WOMEN AND POETRY, 1660 1750 Women, Authorship and Literary Culture, 1690 1740 Sarah Prescott University of Wales Aberystwyth

More information

[T]here is a social definition of culture, in which culture is a description of a particular way of life. (Williams, The analysis of culture )

[T]here is a social definition of culture, in which culture is a description of a particular way of life. (Williams, The analysis of culture ) Week 5: 6 October Cultural Studies as a Scholarly Discipline Reading: Storey, Chapter 3: Culturalism [T]he chains of cultural subordination are both easier to wear and harder to strike away than those

More information

Rhetoric and Institutional Critique: Uncertainty in the Postmodern Academy

Rhetoric and Institutional Critique: Uncertainty in the Postmodern Academy 640 jac Zizek, Slavoj. "Caught in Another's Dream in Bosnia." Why Bosnia? Writings on the Balkan War. Ed. Rabia Ali and Lawrence Lifschultz. Stony Creek, CT: Pamphleteers, 1993.233-40. --. NATO as the

More information

Environmental Impact of Fertilizer on Soil and Water

Environmental Impact of Fertilizer on Soil and Water Downloaded via 148.251.232.83 on September 20, 2018 at 22:17:58 (UTC). See https://pubs.acs.org/sharingguidelines for options on how to legitimately share published articles. Environmental Impact of Fertilizer

More information

Brandom s Reconstructive Rationality. Some Pragmatist Themes

Brandom s Reconstructive Rationality. Some Pragmatist Themes Brandom s Reconstructive Rationality. Some Pragmatist Themes Testa, Italo email: italo.testa@unipr.it webpage: http://venus.unive.it/cortella/crtheory/bios/bio_it.html University of Parma, Dipartimento

More information

Romanticism, Medicine and the Natural Supernatural

Romanticism, Medicine and the Natural Supernatural Romanticism, Medicine and the Natural Supernatural Also by Gavin Budge CHARLOTTE M YONGE: Religion, Feminism and Realism in the Victorian Novel ROMANTIC EMPIRICISM: Poetics and the Philosophy of Common

More information

The Philosophy of Friendship

The Philosophy of Friendship The Philosophy of Friendship This page intentionally left blank The Philosophy of Friendship Mark Vernon Mark Vernon 2005 Softcover reprint of the hardcover 1st edition 2005 978-1-4039-4874-8 All rights

More information

Introduction and Overview

Introduction and Overview 1 Introduction and Overview Invention has always been central to rhetorical theory and practice. As Richard Young and Alton Becker put it in Toward a Modern Theory of Rhetoric, The strength and worth of

More information

POPULAR LITERATURE, AUTHORSHIP AND THE OCCULT IN LATE VICTORIAN BRITAIN

POPULAR LITERATURE, AUTHORSHIP AND THE OCCULT IN LATE VICTORIAN BRITAIN POPULAR LITERATURE, AUTHORSHIP AND THE OCCULT IN LATE VICTORIAN BRITAIN With the increasing commercialization of publishing at the end of the nineteenth century, the polarization of serious literature

More information

Literature and Politics in the 1620s

Literature and Politics in the 1620s Literature and Politics in the 1620s Also by Paul Salzman READING EARLY MODERN WOMEN S WRITING (2006) LITERARY CULTURE IN JACOBEAN ENGLAND: READING 1621 (2002) Literature and Politics in the 1620s Whisper

More information

Overcoming obstacles in publishing PhD research: A sample study

Overcoming obstacles in publishing PhD research: A sample study Publishing from a dissertation A book or articles? 1 Brian Paltridge Introduction It is, unfortunately, not easy to get a dissertation published as a book without making major revisions to it. The audiences

More information

Contemporary Scottish Gothic

Contemporary Scottish Gothic Contemporary Scottish Gothic The Palgrave Gothic Series Series Editor: Clive Bloom Editorial Advisory Board: Dr Ian Conrich, University of South Australia, Barry Forshaw, author/journalist, UK, Professor

More information

Towards a Post-Modern Understanding of the Political

Towards a Post-Modern Understanding of the Political Towards a Post-Modern Understanding of the Political This page intentionally left blank Towards a Post-Modern Understanding of the Political From Genealogy to Hermeneutics Andrius Bielskis Andrius Bielskis

More information

Performance Anxiety in Media Culture

Performance Anxiety in Media Culture Performance Anxiety in Media Culture This page intentionally left blank Performance Anxiety in Media Culture The Trauma of Appearance and the Drama of Disappearance Steve Bailey York University, Canada

More information

Polymer Technology Dictionary

Polymer Technology Dictionary Polymer Technology Dictionary Polymer Technology Dictionary Tony Whelan MSC, Consultant Formerly Director London Polymer Consultants Ltd New Southgate, London, UK SPRINGER-SCIENCE+BUSINESS MEDIA, B.V First

More information

TOLKIEN: A CRITICAL ASSESSMENT

TOLKIEN: A CRITICAL ASSESSMENT TOLKIEN: A CRITICAL ASSESSMENT Also by Brian Rosebury and from the same publishers ART AND DESIRE: A STUDY IN THE AESTHETICS OF FICTION Tolkien A Critical Assessment BRIAN ROSEBURY Principal Lecturer i"

More information

Latinos of Boulder County, Colorado,

Latinos of Boulder County, Colorado, Latinos of Boulder County, Colorado, 1900-1980 Volume II: Lives and Legacies Introduction by Marjorie K. McIntosh Distinguished Professor of History Emerita University of Colorado at Boulder Written for:

More information

Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and

Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere

More information

Lecture 3 Kuhn s Methodology

Lecture 3 Kuhn s Methodology Lecture 3 Kuhn s Methodology We now briefly look at the views of Thomas S. Kuhn whose magnum opus, The Structure of Scientific Revolutions (1962), constitutes a turning point in the twentiethcentury philosophy

More information