In England, we might say that "the Empire has come home." This means that while racism and the processes of racialization are indeed extraordinarily powerful, there will not only be strong similarities between say the United States and England but also significant differences in how these things play out both now and in the past. This is…

While much of the critical scholarship around elite schooling has focused on the students who attend elite institutions, their social class locations, privileged habituses and cultural capital, this paper foregrounds curricular form itself as a central mechanism in the (re)production of elites. Using Basil Bernstein's conceptual framework of…

Examines Bowles and Gintis' 1976 book SCHOOLING IN CAPITALIST AMERICA, discussing how far research has come since the early positions that formed its conceptual basis. Describes class structure, class formation, and the "parallelist position," which argues that class relations do not automatically assume primacy over those of gender and race. (GEA)

The social and educational theories of Basil Bernstein are examined. (JD)

The article examines Basil Bernstein's research on power relations in education, discussing class formation, class essentialism, and changing nature. It describes new ways of approaching relationships between culture and power, noting the neo-Marxist-oriented sociology of education, and stressing the importance of keeping class relations in the…

The fact that most elementary school teachers are female provides a key to understanding why there are often attempts by state bureaucrats, industry, and academics to control the curricular and teaching practices in classrooms. It also explains why these externally derived controls are often transformed by teachers once they are in their…

The imminent educational crisis is at once economic, political, cultural, and ideological. Curriculum is discussed in relationship to Marxist ideology, conflict in the labor force, and political practice. (JN)

Provides a general overview of research on the sociology of school knowledge which has focused on the dynamics of class, gender, and race. Presents a framework for analyzing how these ideological dynamics produce the stratification of culture and people in education. (KH)

Offers an analysis of the various national reports on education issued between 1983 and 1986. Argues that as a group, the reports are as much political as they are educational documents. Contends that the recommendations of the reports are built upon a vision of the future economy that is wrong and that the educational solutions offered are…