Rob Moore
Biographic Data
| ID | 3716738 |
|---|---|
| NAME | Rob Moore |
| GIVEN NAMES | Rob |
| FAMILY NAME | Moore |
| SIGNATURE | MOORE R |
| AFFILIATIONS | University of Cambridge |
| VERIFIED | No |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 162 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 8 |
Capacity in motion: Comparative Covid-19 governance in India and South Africa
With the COVID-19 pandemic, critical questions have surfaced in several countries regarding the capacity of the state to respond with agility to the crisis, and to use the crisis in a transformational way over the longer term. These questions are addressed in a comparative study of the State of Kerala in India and the Province of Gauteng in South Africa. The study contributes to two partial gaps in the literature: (1) inadequate attention to the …
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 intellectuall…
Social Realism and the problem of the problem of knowledge in the sociology of education
This paper examines from a Social Realist perspective a set of issues in the sociology of education regarding the problem of knowledge. It focuses upon the issue of relativism associated with the constructionist approach that since the time of the New Sociology of Education in the 1970s has constituted in different forms the dominant perspective in the field. It identifies features shared between constructionism and the 'positivist' approach with…
Basil Bernstein: The thinker and the field
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 intellectuall…
Understanding education: A sociological perspective
by S. Gewirtz and A. Cribb, Cambridge, Polity Press, 2009, 240 pp., £15.99 (paperback), ISBN 978‐0‐74‐563345‐9 In a field like sociology of education, which has tended towards the proliferation rat
A Review of “High-Stakes Testing and the Decline of Teaching and Learning: The Real Crisis in Education”
Towards the Sociology of Truth
Introduction Section 1 Chapter 1 Recovering Knowledge Chapter 2 Making the Break - the problem of schismatism Chapter 3 Habitus - what is it? Chapter 4 The Problem of the Arbitrary Section 2 Chapter 5 The Sociality of Knowledge Chapter 6 Code and Culture Chapter 7 The Code and Culture of Knowledge Conclusion The Sociality of Knowledge and the Sociology of Truth References
Sociology of Knowledge and Education
INTRODUCTION. SECTION ONE: THE PROBLEM OF KNOWLEDGE CHAPTER 1. For Knowledge: tradition, progressivism and progress in education - reconstructing the curriculum debate. CHAPTER 2. Going Critical: the problems of problematising knowledge in education studies. CHAPTER 3. The Way We Live Now. CHAPTER 4. Cultural Capital: objective probability and the cultural arbitrary. CHAPTER 5. Hierarchical Knowledge Structure and the Canon: a preference for judg…
Going critical: The problem of problematizing knowledge in education studies
This paper raises the issue of what it is to be ‘critical’ in education studies and in social theory more generally. It argues that this idea has for a long time been associated with forms of social constructionism and sociological reductionism. These understand the idea that knowledge is social in terms of reducing it to the experiences and interests of the groups whose perspective knowledge is held to represent. In this way knowledge is conflat…
Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein
SECTION 1: Knowledge Structures and Epistemology 1. ON THE SHOULDERS OF GIANTS: verticality of knowledge and the school curriculum 2. KNOWLEDGE STRUCTURES AND INTELLECTUAL FIELDS: Basil Bernstein and the sociology of knowledge 3. ON KNOWLEDGE STRUCTURES AND KNOWER STRUCTURES 4. CLIMBING THE LADDER OF KNOWLEDGE: Plato and Bernstein SECTION 2: Knowledge, Identity and Voice 5. POWER, PEDAGOGIC VOICES AND PUPIL TALK: the implications for pupil consul…
A response to Cole and Mendick: Interpretation, misrepresentation and misrecognition
Misrecognition takes a few lines but its exposure takes many. (Basil Bernstein, 2000, p. 175) I must begin by thanking Mike Cole and Heather Mendick for the attention that they give to my book Educ
Cultural capital: Objective probability and the cultural arbitrary
This paper attempts to explicate and locate the concept of 'cultural capital' in terms of Pierre Bourdieu's more general theory of the forms of capital and their transubstantiations. It examines the manner in which the relationship between the economic field, and its relations of inequality and power, and the cultural field involves a process of systematic misrecognition on the basis of which the positions and relations of the cultural field come…
Curriculum Restructuring in South African Higher Education: Academic identities and policy implementation
South African higher education is currently implementing a curriculum restructuring policy aimed at the development of degree programmes that are 'coherent and integrated' and typically 'trans-, inter- or multidisciplinary'. This requirement presents a considerable challenge for faculties which have allowed students to 'mix-and-match' from a wide range of disciplinary offerings particularly the explicit assumption that academics will work in team…
O crescimento do conhecimento e a lacuna discursiva
Este artigo discute a questão do caráter da teoria de Bernstein. Ele baseia-se em um conjunto de conceitos-chave elaborados em alguns de seus artigos mais recentes, embora sugira ser possível discernir as origens dessas idéias em trabalhos muito mais antigos. Na primeira seção discute-se o diagnóstico de Bernstein, que compreende a sociologia da educação como uma estrutura do conhecimento horizontal com uma gramática fraca. Destaca-se um aparente…
The Growth of Knowledge and the Discursive Gap
This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of ed…
Basil Bernstein: Theory, models and the question of method
Basil Bernstein: Theory, models and the question of method
(2001). Basil Bernstein: Theory, models and the question of method. International Journal of Social Research Methodology: Vol. 4, No. 1, pp. 13-16
Knowledge and the Curriculum in the Sociology of Education: Towards a reconceptualisation
This paper argues that the question of knowledge needs to be reconceptualised if sociology is to make its potential contribution to current debates about the curriculum. It begins with a review of the dominant assumptions underlying contemporary curriculum policy: neo-conservative traditionalism and technical-instrumentalism. It then examines the relativist position on knowledge that follows from the postmodernist critiques that have recently com…
Basil Bernstein 1924–2000
For Knowledge: Tradition, progressivism and progress in education-reconstructing the curriculum debate
This paper draws upon realist theories of knowledge and naturalised epistemologies in the philosophy of science in order to argue that databases around the school curriculum could benefit from such approaches. It is suggested that the traditional/progressive distinction that has structured much of the curriculum debate for a long time is both of little value in describing how schools actually work and outmoded in terms of understandings of knowle…
Post-16 Education, Semi-dependent Youth and the Privatisation of Inter-age Transfers: Re-theorising youth transition
This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibilit…
The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education
This paper presents a critique of 'voice discourse' in the sociology of education (and beyond). The discourse of 'voice' is identified with a position that has recurred periodically since the early 1970s, which reduces knowledge to experience in order to de-legitimise rational, epistemologically grounded knowledge forms and truth claims that are represented as expressing no more than the 'standpoints' and 'interests' of 'dominant' social groups. …
Extended Review
Back to the Future: The problem of change and the possibilities of advance in the sociology of education
With reference to the 'meritocratic' and 'equal opportunities' (EO) paradigms, the paper discusses the problem of explaining the relationship between changing differentials in educational attainment and changes in social opportunities more generally. It is argued that, for the former, progressive changes expected to follow from social democratic educational reforms failed to occur and, for the latter, unanticipated improvements in the relative at…
Liberal‐Humanist Education: The vocationalist challenge
This paper argues for the need to move beyond the ideological analysis of recent educational change. The current crisis of liberal education (both traditional and progressive) should not be seen exclusively in terms of New Right criticisms. The challenge presented by the National Council for Vocational Qualifications’ vocationalism in the ‘competency’ form predates the New Right and is opposed to both market economics and neo‐conservative traditi…
The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education
This paper presents a critique of 'voice discourse' in the sociology of education (and beyond). The discourse of 'voice' is identified with a position that has recurred periodically since the early 1970s, which reduces knowledge to experience in order to de-legitimise rational, epistemologically grounded knowledge forms and truth claims that are represented as expressing no more than the 'standpoints' and 'interests' of 'dominant' social groups. …
Back to the Future: The problem of change and the possibilities of advance in the sociology of education
With reference to the 'meritocratic' and 'equal opportunities' (EO) paradigms, the paper discusses the problem of explaining the relationship between changing differentials in educational attainment and changes in social opportunities more generally. It is argued that, for the former, progressive changes expected to follow from social democratic educational reforms failed to occur and, for the latter, unanticipated improvements in the relative at…
Education, Competence and the Control of Expertise
This paper is concerned with the rise of the ‘competency’ movement in education and beyond. It argues that ‘competency’ should be understood in terms of a change in the social control of expertise in society involving a move from a relatively autonomous form of liberal professional community to more direct State control. This, in turn, is located within a broader analysis of the nature of regulation in late modern societies and draws upon the rec…
Cultural capital: Objective probability and the cultural arbitrary
This paper attempts to explicate and locate the concept of 'cultural capital' in terms of Pierre Bourdieu's more general theory of the forms of capital and their transubstantiations. It examines the manner in which the relationship between the economic field, and its relations of inequality and power, and the cultural field involves a process of systematic misrecognition on the basis of which the positions and relations of the cultural field come…
Social Realism and the problem of the problem of knowledge in the sociology of education
This paper examines from a Social Realist perspective a set of issues in the sociology of education regarding the problem of knowledge. It focuses upon the issue of relativism associated with the constructionist approach that since the time of the New Sociology of Education in the 1970s has constituted in different forms the dominant perspective in the field. It identifies features shared between constructionism and the 'positivist' approach with…
Knowledge and the Curriculum in the Sociology of Education: Towards a reconceptualisation
This paper argues that the question of knowledge needs to be reconceptualised if sociology is to make its potential contribution to current debates about the curriculum. It begins with a review of the dominant assumptions underlying contemporary curriculum policy: neo-conservative traditionalism and technical-instrumentalism. It then examines the relativist position on knowledge that follows from the postmodernist critiques that have recently com…
The Growth of Knowledge and the Discursive Gap
This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of ed…
For Knowledge: Tradition, progressivism and progress in education-reconstructing the curriculum debate
This paper draws upon realist theories of knowledge and naturalised epistemologies in the philosophy of science in order to argue that databases around the school curriculum could benefit from such approaches. It is suggested that the traditional/progressive distinction that has structured much of the curriculum debate for a long time is both of little value in describing how schools actually work and outmoded in terms of understandings of knowle…
Going critical: The problem of problematizing knowledge in education studies
This paper raises the issue of what it is to be ‘critical’ in education studies and in social theory more generally. It argues that this idea has for a long time been associated with forms of social constructionism and sociological reductionism. These understand the idea that knowledge is social in terms of reducing it to the experiences and interests of the groups whose perspective knowledge is held to represent. In this way knowledge is conflat…
Post-16 Education, Semi-dependent Youth and the Privatisation of Inter-age Transfers: Re-theorising youth transition
This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibilit…
Liberal‐Humanist Education: The vocationalist challenge
This paper argues for the need to move beyond the ideological analysis of recent educational change. The current crisis of liberal education (both traditional and progressive) should not be seen exclusively in terms of New Right criticisms. The challenge presented by the National Council for Vocational Qualifications’ vocationalism in the ‘competency’ form predates the New Right and is opposed to both market economics and neo‐conservative traditi…
Curriculum Restructuring in South African Higher Education: Academic identities and policy implementation
South African higher education is currently implementing a curriculum restructuring policy aimed at the development of degree programmes that are 'coherent and integrated' and typically 'trans-, inter- or multidisciplinary'. This requirement presents a considerable challenge for faculties which have allowed students to 'mix-and-match' from a wide range of disciplinary offerings particularly the explicit assumption that academics will work in team…
Basil Bernstein: Theory, models and the question of method
(2001). Basil Bernstein: Theory, models and the question of method. International Journal of Social Research Methodology: Vol. 4, No. 1, pp. 13-16
O crescimento do conhecimento e a lacuna discursiva
Este artigo discute a questão do caráter da teoria de Bernstein. Ele baseia-se em um conjunto de conceitos-chave elaborados em alguns de seus artigos mais recentes, embora sugira ser possível discernir as origens dessas idéias em trabalhos muito mais antigos. Na primeira seção discute-se o diagnóstico de Bernstein, que compreende a sociologia da educação como uma estrutura do conhecimento horizontal com uma gramática fraca. Destaca-se um aparente…
Extended Review
Elementary Commonsense: Policies and deep structures in the primary school
New Departures (?), Arrivals Pending: Curriculum, theory and practice
New Departures (?), Arrivals Pending: Curriculum, theory and practice
Education, Competence and the Control of Expertise
This paper is concerned with the rise of the ‘competency’ movement in education and beyond. It argues that ‘competency’ should be understood in terms of a change in the social control of expertise in society involving a move from a relatively autonomous form of liberal professional community to more direct State control. This, in turn, is located within a broader analysis of the nature of regulation in late modern societies and draws upon the rec…
Liberal‐Humanist Education: The vocationalist challenge
This paper argues for the need to move beyond the ideological analysis of recent educational change. The current crisis of liberal education (both traditional and progressive) should not be seen exclusively in terms of New Right criticisms. The challenge presented by the National Council for Vocational Qualifications’ vocationalism in the ‘competency’ form predates the New Right and is opposed to both market economics and neo‐conservative traditi…
Elementary Commonsense: Policies and deep structures in the primary school
Extended Review
Back to the Future: The problem of change and the possibilities of advance in the sociology of education
With reference to the 'meritocratic' and 'equal opportunities' (EO) paradigms, the paper discusses the problem of explaining the relationship between changing differentials in educational attainment and changes in social opportunities more generally. It is argued that, for the former, progressive changes expected to follow from social democratic educational reforms failed to occur and, for the latter, unanticipated improvements in the relative at…
Post-16 Education, Semi-dependent Youth and the Privatisation of Inter-age Transfers: Re-theorising youth transition
This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibilit…
The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education
This paper presents a critique of 'voice discourse' in the sociology of education (and beyond). The discourse of 'voice' is identified with a position that has recurred periodically since the early 1970s, which reduces knowledge to experience in order to de-legitimise rational, epistemologically grounded knowledge forms and truth claims that are represented as expressing no more than the 'standpoints' and 'interests' of 'dominant' social groups. …
For Knowledge: Tradition, progressivism and progress in education-reconstructing the curriculum debate
This paper draws upon realist theories of knowledge and naturalised epistemologies in the philosophy of science in order to argue that databases around the school curriculum could benefit from such approaches. It is suggested that the traditional/progressive distinction that has structured much of the curriculum debate for a long time is both of little value in describing how schools actually work and outmoded in terms of understandings of knowle…
Basil Bernstein: Theory, models and the question of method
Basil Bernstein: Theory, models and the question of method
(2001). Basil Bernstein: Theory, models and the question of method. International Journal of Social Research Methodology: Vol. 4, No. 1, pp. 13-16
Knowledge and the Curriculum in the Sociology of Education: Towards a reconceptualisation
This paper argues that the question of knowledge needs to be reconceptualised if sociology is to make its potential contribution to current debates about the curriculum. It begins with a review of the dominant assumptions underlying contemporary curriculum policy: neo-conservative traditionalism and technical-instrumentalism. It then examines the relativist position on knowledge that follows from the postmodernist critiques that have recently com…
Basil Bernstein 1924–2000
The Growth of Knowledge and the Discursive Gap
This article raises the question of the character of Bernstein's theory. It draws upon a set of key concepts elaborated in some of his later papers, although we suggest that it is possible to discern the origins of these ideas in much earlier work. In the first section, Bernstein's diagnosis of the sociology of education as a horizontal knowledge structure with a weak grammar is discussed and an apparent paradox identified: if the sociology of ed…
Curriculum Restructuring in South African Higher Education: Academic identities and policy implementation
South African higher education is currently implementing a curriculum restructuring policy aimed at the development of degree programmes that are 'coherent and integrated' and typically 'trans-, inter- or multidisciplinary'. This requirement presents a considerable challenge for faculties which have allowed students to 'mix-and-match' from a wide range of disciplinary offerings particularly the explicit assumption that academics will work in team…
O crescimento do conhecimento e a lacuna discursiva
Este artigo discute a questão do caráter da teoria de Bernstein. Ele baseia-se em um conjunto de conceitos-chave elaborados em alguns de seus artigos mais recentes, embora sugira ser possível discernir as origens dessas idéias em trabalhos muito mais antigos. Na primeira seção discute-se o diagnóstico de Bernstein, que compreende a sociologia da educação como uma estrutura do conhecimento horizontal com uma gramática fraca. Destaca-se um aparente…
Cultural capital: Objective probability and the cultural arbitrary
This paper attempts to explicate and locate the concept of 'cultural capital' in terms of Pierre Bourdieu's more general theory of the forms of capital and their transubstantiations. It examines the manner in which the relationship between the economic field, and its relations of inequality and power, and the cultural field involves a process of systematic misrecognition on the basis of which the positions and relations of the cultural field come…
Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein
SECTION 1: Knowledge Structures and Epistemology 1. ON THE SHOULDERS OF GIANTS: verticality of knowledge and the school curriculum 2. KNOWLEDGE STRUCTURES AND INTELLECTUAL FIELDS: Basil Bernstein and the sociology of knowledge 3. ON KNOWLEDGE STRUCTURES AND KNOWER STRUCTURES 4. CLIMBING THE LADDER OF KNOWLEDGE: Plato and Bernstein SECTION 2: Knowledge, Identity and Voice 5. POWER, PEDAGOGIC VOICES AND PUPIL TALK: the implications for pupil consul…
A response to Cole and Mendick: Interpretation, misrepresentation and misrecognition
Misrecognition takes a few lines but its exposure takes many. (Basil Bernstein, 2000, p. 175) I must begin by thanking Mike Cole and Heather Mendick for the attention that they give to my book Educ
Sociology of Knowledge and Education
INTRODUCTION. SECTION ONE: THE PROBLEM OF KNOWLEDGE CHAPTER 1. For Knowledge: tradition, progressivism and progress in education - reconstructing the curriculum debate. CHAPTER 2. Going Critical: the problems of problematising knowledge in education studies. CHAPTER 3. The Way We Live Now. CHAPTER 4. Cultural Capital: objective probability and the cultural arbitrary. CHAPTER 5. Hierarchical Knowledge Structure and the Canon: a preference for judg…
Going critical: The problem of problematizing knowledge in education studies
This paper raises the issue of what it is to be ‘critical’ in education studies and in social theory more generally. It argues that this idea has for a long time been associated with forms of social constructionism and sociological reductionism. These understand the idea that knowledge is social in terms of reducing it to the experiences and interests of the groups whose perspective knowledge is held to represent. In this way knowledge is conflat…
A Review of “High-Stakes Testing and the Decline of Teaching and Learning: The Real Crisis in Education”
Towards the Sociology of Truth
Introduction Section 1 Chapter 1 Recovering Knowledge Chapter 2 Making the Break - the problem of schismatism Chapter 3 Habitus - what is it? Chapter 4 The Problem of the Arbitrary Section 2 Chapter 5 The Sociality of Knowledge Chapter 6 Code and Culture Chapter 7 The Code and Culture of Knowledge Conclusion The Sociality of Knowledge and the Sociology of Truth References
Understanding education: A sociological perspective
by S. Gewirtz and A. Cribb, Cambridge, Polity Press, 2009, 240 pp., £15.99 (paperback), ISBN 978‐0‐74‐563345‐9 In a field like sociology of education, which has tended towards the proliferation rat
Basil Bernstein: The thinker and the field
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 intellectuall…
Sociology (21 works) · Social science (19 works) · Epistemology (17 works) · Educational Theory and Curriculum Studies (16 works) · Global Educational Policies and Reforms (16 works) · Philosophy (13 works) · Sociology of Education (11 works) · Philosophy (10 works) · Political science (9 works) · Educator Training and Historical Pedagogy (8 works)