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Keith Williams. (2023) Bernstein’s theoretical – empirical dialectic as a methodological basis for uncovering the social relations of pedagogic communication about family–school partnerships in the initial teacher education curriculum. International Journal of Research & Method in Education 46:2, pages 133-143.
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Johan Muller. (2023) Powerful knowledge, disciplinary knowledge, curriculum knowledge: educational knowledge in question. International Research in Geographical and Environmental Education 32:1, pages 20-34.
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Margaret A. L. Blackie. (2022) An examination of the practice of chemistry through the lens of critical realism. Journal of Critical Realism 21:4, pages 401-415.
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Taylor A. Hughson & Bronwyn E. Wood. (2022) The OECD Learning Compass 2030 and the future of disciplinary learning: a Bernsteinian critique. Journal of Education Policy 37:4, pages 634-654.
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Larissa McLean Davies & Lucy Buzacott. (2022) Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english. Pedagogy, Culture & Society 30:3, pages 367-381.
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Diane Reay. (2020) Sociology of education: a personal reflection on politics, power and pragmatism. British Journal of Sociology of Education 41:6, pages 817-829.
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Brenton Doecke. (2019) Rewriting the History of Subject English through the Lens of ‘Literary Sociability’. Changing English 26:4, pages 339-356.
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Jim Hordern. (2019) Higher expertise, pedagogic rights and the post-truth society. Teaching in Higher Education 24:3, pages 288-301.
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Ursula Hoadley, Alka Sehgal-Cuthbert, Brian Barrett & John Morgan. (2019) After the knowledge turn? Politics and pedagogy. The Curriculum Journal 30:2, pages 99-104.
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Lyn Yates, Larissa McLean Davies, Lucy Buzacott, Brenton Doecke, Philip Mead & Wayne Sawyer. (2019) School English, literature and the knowledge-base question. The Curriculum Journal 30:1, pages 51-68.
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Jacob Klitmøller. (2018) Between ‘pedagogy’ and ‘Pädagogik’: a critique of lived pedagogy. Education 3-13 46:7, pages 838-850.
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Terry Wrigley. (2018) ‘Knowledge’, curriculum and social justice. The Curriculum Journal 29:1, pages 4-24.
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Juan Cristobal Garcia-Huidobro. (2018) Addressing the crisis in curriculum studies: curriculum integration that bridges issues of identity and knowledge. The Curriculum Journal 29:1, pages 25-42.
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Jacob Klitmøller. (2016) Educational practice, student experience, and the purpose of education—a critique of ‘Pedagogy in Practice’. Oxford Review of Education 42:6, pages 646-660.
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Lyn Yates & Victoria Millar. (2016) ‘Powerful knowledge’ curriculum theories and the case of physics. The Curriculum Journal 27:3, pages 298-312.
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Sue Clegg. (2016) The necessity and possibility of powerful ‘regional’ knowledge: curriculum change and renewal. Teaching in Higher Education 21:4, pages 457-470.
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Yunus Omar. (2016) Engaging Schooling Subjectivities Across Post-Apartheid Urban Spaces. Fataar, A. Cape Town, South Africa: Stellenbosch University Press, 2015. (paperback).. Educational Studies 52:1, pages 78-82.
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Michael Young. (2015) Curriculum theory and the question of knowledge: a response to the six papers. Journal of Curriculum Studies 47:6, pages 820-837.
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Elizabeth H. McEneaney. (2015) Finding knowledge on the Internet: implications for the knowledge-driven curriculum. Journal of Curriculum Studies 47:6, pages 802-819.
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Ursula Hoadley. (2015) Michael Young and the curriculum field in South Africa. Journal of Curriculum Studies 47:6, pages 733-749.
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Steve Higgins, Kay Livingston, Louise Hayward & Dominic Wyse. (2015) Editorial. The Curriculum Journal 26:3, pages 341-344.
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Arathi Sriprakash & Rahul Mukhopadhyay. (2015) Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development. Comparative Education 51:2, pages 231-246.
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John Morgan. (2015) Michael Young and the Politics of the School Curriculum. British Journal of Educational Studies 63:1, pages 5-22.
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Jonathan Lilliedahl. (2015) The recontextualisation of knowledge: towards a social realist approach to curriculum and didactics. Nordic Journal of Studies in Educational Policy 2015:1.
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Lyn Yates. (2014) Young people with health conditions and the inclusive education problematic. International Journal of Inclusive Education 18:3, pages 283-294.
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Gail Edwards. (2014) Standpoint theory, realism and the search for objectivity in the sociology of education. British Journal of Sociology of Education 35:2, pages 167-184.
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Kathija Adam, Denise Zinn, Hermione Kemp & Carl Pieterse. (2014) Humanising research through research: The inclusion of student voice in curriculum renewal. Education as Change 18:sup1, pages S63-S76.
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Megan Lourie & Elizabeth Rata. (2014) A critique of the role of culture in Maori education. British Journal of Sociology of Education 35:1, pages 19-36.
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Parlo Singh. (2013) Unlocking pedagogic mazes. Discourse: Studies in the Cultural Politics of Education 34:5, pages 799-807.
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Elizabeth Walton. (2013) Inclusion in a South African high school? Reporting and reflecting on what learners say. International Journal of Inclusive Education 17:11, pages 1171-1185.
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Rob Moore. (2013) Social Realism and the problem of the problem of knowledge in the sociology of education. British Journal of Sociology of Education 34:3, pages 333-353.
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Hauke Straehler-Pohl & Uwe Gellert. (2013) Towards a Bernsteinian language of description for mathematics classroom discourse. British Journal of Sociology of Education 34:3, pages 313-332.
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Liz Todd. (2012) Critical dialogue, critical methodology: bridging the research gap to young people's participation in evaluating children's services. Children's Geographies 10:2, pages 187-200.
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Simon Catling & Fran Martin. (2011) Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children's (ethno-) geographies. The Curriculum Journal 22:3, pages 317-335.
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Vicki Macknight. (2011) Ideal knowing: logics of knowledge in primary school curricula. British Journal of Sociology of Education 32:5, pages 717-728.
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Sue Clegg. (2011) Cultural capital and agency: connecting critique and curriculum in higher education. British Journal of Sociology of Education 32:1, pages 93-108.
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Gale Macleod. (2010) Identifying obstacles to a multidisciplinary understanding of ‘disruptive’ behaviour. Emotional and Behavioural Difficulties 15:2, pages 95-109.
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Carolyn Williams & Steve Wilson. (2010) Pedagogies for social justice: did Bernstein get it wrong?. International Journal of Inclusive Education 14:4, pages 417-434.
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Hugh Lauder, Phillip Brown & A. H. Halsey. (2009) Sociology of education: a critical history and prospects for the future. Oxford Review of Education 35:5, pages 569-585.
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Leonie Arthur & Wayne Sawyer. (2009) Robust hope, democracy and early childhood education. Early Years 29:2, pages 163-175.
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Lyn Yates. (2009) From curriculum to pedagogy and back again: knowledge, the person and the changing world. Pedagogy, Culture & Society 17:1, pages 17-28.
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Catherine Doherty. (2008) Student subsidy of the internationalised curriculum: knowing, voicing and producing the Other. Pedagogy, Culture & Society 16:3, pages 269-288.
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Leesa Wheelahan. (2008) A social realist alternative for curriculum. Critical Studies in Education 49:2, pages 205-210.
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Karen McArdle & Sue Mansfield. (2007) Voice, Discourse and Transformation: Enabling learning for the achieving of social change. Discourse: Studies in the Cultural Politics of Education 28:4, pages 485-498.
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Geoff Whitty & Emma Wisby. (2007) Whose voice? An exploration of the current policy interest in pupil involvement in school decision‐making. International Studies in Sociology of Education 17:3, pages 303-319.
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James Avis. (2007) Post‐compulsory education and training: transformism and the struggle for change. International Studies in Sociology of Education 17:3, pages 195-209.
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Madeleine Arnot & Diane Reay. (2007) A Sociology of Pedagogic Voice: Power, inequality and pupil consultation. Discourse: Studies in the Cultural Politics of Education 28:3, pages 311-325.
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Michael Fielding. (2007) Beyond “Voice”: New roles, relations, and contexts in researching with young people. Discourse: Studies in the Cultural Politics of Education 28:3, pages 301-310.
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Michael Young. (2007) Durkheim and Vygotsky's theories of knowledge and their implications for a critical educational theory. Critical Studies in Education 48:1, pages 43-62.
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Rob Moore. (2007) Going critical: the problem of problematizing knowledge in education studies. Critical Studies in Education 48:1, pages 25-41.
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Claudia Lapping. (2006) Recodifications of academic positions and reiterations of desire: change but continuity in gendered subjectivities. Studies in Higher Education 31:4, pages 423-437.
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. (2006) REVIEW SYMPOSIUM. British Journal of Sociology of Education 27:3, pages 389-407.
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Mike Hickox & Rob Moore. (2006) Making the difference: the émigrés, relativism and Enlightenment. Twenty-First Century Society 1:1, pages 59-72.
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Suanne Gibson. (2006) Beyond a ‘culture of silence’: inclusive education and the liberation of ‘voice’. Disability & Society 21:4, pages 315-329.
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. (2005) Reviewing the personal: Feminism, autobiography and sociology. Discourse: Studies in the Cultural Politics of Education 26:1, pages 109-119.
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John Beck & Michael F. D. Young. (2005) The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis. British Journal of Sociology of Education 26:2, pages 183-197.
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ROY NASH
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MichaelF. D. Young. (2004) An old problem in a new context: Rethinking the relationship between sociology and educational policy. International Studies in Sociology of Education 14:1, pages 3-20.
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Raya A. Jones. (2003) The Construction of Emotional and Behavioural Difficulties. Educational Psychology in Practice 19:2, pages 147-157.
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Jan Edwards. (2003) Students researching their subjectivities as constructed by Australian ‘mutual obligation’ policies. Melbourne Studies in Education 44:1, pages 23-44.
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Hayley Fitzgerald, Anne Jobling & David Kirk
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Suzanne Groves & Chris Laws
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Isobel Urquhart. (2002) 'Moving Forward Together': Do we need a 'common language'?. Cambridge Journal of Education 32:1, pages 27-44.
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Rob Moore & Michael Young. (2001) Knowledge and the Curriculum in the Sociology of Education: Towards a reconceptualisation. British Journal of Sociology of Education 22:4, pages 445-461.
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John Beck. (2001) 'Moral Democratic Education and Homosexuality: Censoring morality' by John Petrovic: A rejoinder. Sex Education 1:3, pages 235-244.
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Julia Preece. (2001) Challenging the discourse of inclusion and exclusion with off limits curricula. Studies in the Education of Adults 33:2, pages 201-216.
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David Guile & Toni Griffiths. (2001) Learning Through Work Experience. Journal of Education and Work 14:1, pages 113-131.
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Michael F. D. Young. (2000) Rescuing the Sociology of Educational Knowledge from the Extremes of Voice Discourse: Towards a new theoretical basis for the sociology of the curriculum. British Journal of Sociology of Education 21:4, pages 523-536.
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Karl Maton. (2000) Languages of Legitimation: The structuring significance for intellectual fields of strategic knowledge claims. British Journal of Sociology of Education 21:2, pages 147-167.
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Morag Styles & John Beck. (2000) Editorial The Curriculum of the Future. Cambridge Journal of Education 30:1, pages 5-15.
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John Ahier & Rob Moore. (1999) Post-16 Education, Semi-dependent Youth and the Privatisation of Inter-age Transfers: Re-theorising youth transition. British Journal of Sociology of Education 20:4, pages 515-530.
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John Beck. (1999) Makeover Or Takeover? The strange death of educational autonomy in neo-liberal England. British Journal of Sociology of Education 20:2, pages 223-238.
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John Beck. (1999) Should Homosexuality be Taught as an Acceptable Alternative Lifestyle? A Muslim perspective: a response to Halstead and Lewicka. Cambridge Journal of Education 29:1, pages 121-130.
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John Buschman. Emotional Labor in LIS: An Analysis. Journal of Library Administration 0:0, pages 1-13.
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Xuelong Hu. Towards a Sociology of Educational ‘Ideal’: Powerful Knowledge, Knowledge of the Powerful, and Beyond. British Journal of Sociology of Education 0:0, pages 1-19.
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