Abstract

This article aims to introduce the key concepts of Basil Bernstein’s sociology to the Dutch-speaking public. Whilst Bernstein (1924-2000) cannot reasonably be considered as completely unfamiliar to academics in the Low Countries, in Flanders and Netherlands, the scholarly attention to Bernstein seems to be largely confined to his so-called ‘socio-linguistic these’. Therefore, this article endeavors to address this lacuna by giving an overview of the development and structure of Bernstein’s concepts. First, his core concepts ‘classification’ and ‘framing’ are presented, followed by an overview of Bernstein’s framework on pedagogy and pedagogisation, namely ‘the pedagogic device’. The article then discusses Bernstein’s epistemological critique on the state and structure of the sociology of education. Finally, the article introduces an important recent movement which directly stems from Bernstein’s sociology, namely ‘Legitimation Code Theory’. This fast-growing sociological movement analytically expands and operationalizes Bernstein’s frameworks. In this manner, the article aims to invite researchers and scholars to critically (re)discover the actuality and contemporary relevance of Bernstein’s sociology of education and pedagogy.

How to Cite:

Buyl, E., (2019) “De onderwijs- en kennissociologie van Basil Bernstein: naar een herontdekking en actualisering”, Sociologos 40(1), 5–23. doi: https://doi.org/10.21825/sociologos.86998