Understanding School Knowledge: A Critical Appraisal of Basil Bernstein and Pierre Bourdieu*
1980; Wiley; Volume: 30; Issue: 4 Linguagem: Inglês
10.1111/j.1741-5446.1980.tb00937.x
ISSN1741-5446
Autores Tópico(s)Educational Theory and Curriculum Studies
ResumoEducational TheoryVolume 30, Issue 4 p. 335-346 Understanding School Knowledge: A Critical Appraisal of Basil Bernstein and Pierre Bourdieu* Karen L. Gorder, Karen L. Gorder Karen L. Gorder is a Ph.D. candidate at the University of Wisconsin, Madison, and is a field representative for the Oregon Federation of Teachers, AFT, AFL-CIO.Search for more papers by this author Karen L. Gorder, Karen L. Gorder Karen L. Gorder is a Ph.D. candidate at the University of Wisconsin, Madison, and is a field representative for the Oregon Federation of Teachers, AFT, AFL-CIO.Search for more papers by this author First published: October 1980 https://doi.org/10.1111/j.1741-5446.1980.tb00937.xCitations: 10 * I would like to thank Professor Michael W. Apple of the University of Wisconsin for his help and insight into the problems posed by this paper. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume30, Issue4October 1980Pages 335-346 RelatedInformation
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