The paper offers to substantiate a claim about the so-called Meritocratic Conception of how educational opportunities ought to be distributed. Such a conception holds an individual’s prospects for educational achievement may be a function of that individual’s talent or effort levels but should not be influenced by their social class background. The paper highlights the internal tension in the Meritocratic Conception between on the one hand a prohibition on the influence of social class on educational opportunities (...) and on the other a permission to allow unequal educational opportunities on the basis of talent and effort. This tension obtains because individuals’ talent and effort are themselves subject to influence by social class. The paper makes a positive case for an interpretation of the Meritocratic Conception that resolves this tension in favour of an egalitarian version, such that social class represents an objectionable determinant of unequal educational prospects even when its influence is mediated through the cultivation of talent and effort. This argument is further supported through an explanation that the character of social class as a systemic social source of the structure of individuals’ opportunities makes it an objectionable influence on educational opportunities. (shrink)

Happiness is the eternal pursuit of mankind and is also the ultimate goal of social governance and national development. Based on data from the Chinese General Social Survey, this study used a structural equation model to analyze the influence of social class identity and public service satisfaction on the happiness of residents. The effect of public service satisfaction and social trust between social class identity and residents’ happiness was tested using the Monte Carlo (...) method. The empirical results show that social class identity, social trust, and public service satisfaction all had a significant positive impact on residents’ happiness. The influence coefficients of social class identity on the happiness of residents and on the satisfaction degree of public service for those born in the1970s group were greater than the 1980s and 1990s groups. The influence coefficients of social class identity on the happiness and public service satisfaction of non-agricultural household residents were greater than those of agricultural household residents. Therefore, to improve the happiness of residents, we should make new breakthroughs in the equality of quality and the quality of public services, promote the integration of urban and rural areas, highlight key areas of rural development, and increase the construction of basic public services for agricultural household residents. (shrink)

The purpose of this article is to investigate how sex segregation, social class, and gender are analytically related to occupational stratification. Recent discussions of women and men in the labor force revolve around whether a sex-segregated model in which sex of the worker affects placement, a pure social class model using classical criteria, or a gendered social class model in which social organizational processes of a gendered social class structure affect (...) positioning in the stratification system. This article addresses the influence that social class and gender have on stratification in the labor market. Data from the 1972-82 General Social Survey on 371 occupations, representing 7,541 male and female workers, are used to formulate a social class scheme based on all workers' characteristics. In comparing the models, the analyses show that an integrated gendered social class perspective is consistent with the empirical differentiation found among women and men in the labor force. (shrink)

Hegel's handling of the phenomenon of poverty has often been seen as an important virtue of his theory of civil society. In this paper, It is argued that Hegel's discussion of this phenomenon reveals a critical weakness of his theory of civil society, i.e., the failure of his theory to take account of the actual class structure of that society. Hegel's official theory of the classes in civil society is shown to neglect the actual development of a (...) class='Hi'>class structure within civil society that is revealed in Hegel's own discussion of poverty and, for him, the related problem of wage labor. As a result, Hegel's discussion of poverty is seen as crucial in that it reflects the limitations of Hegel's theory of civil society and, thus, his entire theory of the state. (shrink)

In this paper, I use interview data drawn from ethnographic work on a Division 1 collegiate cross country team at a large midwestern university in the United States to demonstrate the ways that possessive individualistic discourses around hard work are embodied in classed subjectivities. I find that middle class women, the products of concerted cultivation, tend to focus on the display of hard work, and have anxiety around the value of their production of a hard-working identity. Working class (...) women tend to treat the experience of being disciplined as an athlete as a fortunate opportunity to build physical capital, using the hard work to benefit them as athletes rather than to build their identities. These different attitudes, affected by social class, interact with a dominant discourse around hard work demonstrating the interaction between agency and structure when it comes to forming identities. (shrink)

This article, which will appear in three parts over three issues of Historical Materialism, presents a broad analysis of the political economy and dynamics of social change during the first year of the Evo Morales government in Bolivia. It situates this analysis in the wider historical context of left-indigenous insurrection between 2000 and 2005, the class structure of the country, the changing character of contemporary capitalist imperialism, and the resurgence of anti-neoliberalism and anti-imperialism elsewhere in Latin America. (...) It considers, at a general level, the overarching dilemmas of revolution and reform. These considerations are then grounded in analyses of the 2000–5 revolutionary epoch, the 18 December 2005 elections, the social origins and trajectory of the Movimiento al Socialismo as a party, the complexities of the relationship between indigenous liberation and socialist emancipation, the process of the Constituent Assembly, the political economy of natural gas and oil, the rise of an autonomist right-wing movement, US imperialism, and Bolivia's relations with Venezuela and Cuba. The central argument is that the economic policies of the new government exhibit important continuities with the inherited neoliberal model and that advancing the project of indigenous liberation and socialist emancipation will require renewed self-activity, self-organisation and strategic mobilisation of popular left-indigenous forces autonomous from the MAS government. (shrink)

Some of the important conceptual debates between different approaches to class analysis can be interpreted as reflecting different ways of linking temporality to class structure. In particular, processual concepts of class can be viewed as linking class to the past whereas structural concepts link class to the future. This contrast in the temporality of class concepts in turn is grounded in distinct intuitions about why class is explanatory of social conflict and (...) social change. Processural approaches to class see its explanatory power as deriving from the way meanings and identities are linked to class via a history of experiences; structural approaches, in contrast, emphasize the linkage between class and perceived interests via the objective possibilities facing people in different class locations. This paper tries to integrate these two temporalities by exploring the ways in which trajectories of class experience intersect structures of objective possibility in shaping different dimensions of class consciousness. (shrink)

In this paper, we provide an analysis about the relationship between expert and pragmatic categories used to name and categorize social space, from the point of view of the social hierarchies that structure it. Taking the case of Chile, and applying an experimental simulation methodology, we seek to contribute to the epistemological debate about the representations that individuals elaborate about social space, from a cognitive and interactionist perspective of everyday life. We analyse in particular the scope (...) of the concept of social class as an element of expert description of social reality, but also as a categorization used by ordinary subjects. We argue that although classifications used by ordinary people to describe members of society are not consistent with the most common academic class schemes, they nevertheless share the same logic and ranking system, adding evaluative and normative elements to the cognitive distinction, in the social construction of reality. En este artículo, presentamos un análisis acerca de la relación entre categorías expertas y categorías pragmáticas usadas para nombrar y categorizar el espacio social, desde el punto de vista de las jerarquías sociales que lo estructuran. Tomando el caso de Chile y aplicando una metodología experimental de simulación, aportamos al debate epistemológico acerca de las representaciones que los sujetos sociales elaboran acerca del espacio social, desde una perspectiva cognitiva e interaccionista situada en la vida cotidiana de las personas. Analizamos en especial el alcance del concepto de clase social en cuanto elemento de descripción experta de la realidad social, contrastándolo con la categorización de la misma de parte de sujetos comunes y corrientes. Postulamos que si bien las clasificaciones que ocupan las personas comunes y corrientes para describir a los integrantes de la sociedad no se condicen con las clasificaciones académicas más comunes, comparten sin embargo las mismas lógicas clasificatorias de jerarquización y ordenamiento, agregándose a la distinción cognitiva elementos normativos que aportan a la construcción social de la realidad. (shrink)

Emotion, Social Theory, and Social Structure takes sociology in a new direction. It examines key aspects of social structure by using a fresh understanding of emotions categories. Through that synthesis emerge new perspectives on rationality, class structure, social action, conformity, basic rights, and social change. As well as giving an innovative view of social processes, J. M. Barbalet's study also reveals unappreciated aspects of emotions by considering fear, resentment, vengefulness, shame, (...) and confidence in the context of social structure. While much has been written on the social consequences of excessive or pathological emotions, this book demonstrates the centrality of emotions to routine operations of social interaction. Dr Barbalet also re-evaluates the nature of social theory, for once the importance of emotions to social processes becomes clear, the intellectual constitution of sociology, and therefore its history, must be rethought. (shrink)

Though since Werner Jaeger's famous Studien zur Entstehungsgeschichte der Metaphysik des Aristoteles of 1912 remarkable observations were made, the topic "Composition of the Metaphysics" almost disappeared from the agenda. As, however, neglect of this philological task results in either selective reading or anachronistic systematization, the author has resumed it, extending it to the internal structure of the singular books.

Though since Werner Jaeger's famous Studien zur Entstehungsgeschichte der Metaphysik des Aristoteles of 1912 remarkable observations were made, the topic "Composition of the Metaphysics" almost disappeared from the agenda. As, however, neglect of this philological task results in either selective reading or anachronistic systematization, the author has resumed it, extendig it to the internal structure of the singular books.

This article aims to explain the declining efficacy of California’s Agricultural Labor Relations Act over the past quarter century. It argues that the origins, terms, and outcomes of the Act emerged from an interplay between state and society: between the capacity of the state to initiate and implement social reform policy and the capacities of key social classes to tilt outcomes to their benefit. In contrast to both “state-centered” and “society-centered” views of the relationship among social classes, (...) state structures, and public policies, an historical-institutional theoretical frame reveals that social forces and political institutions are reciprocally constitutive, and that policy outcomes emerge from their interaction. Whereas labor union decline and policy failure are usually attributed to shifts in the political climate, in this case shifts in class leverage effected by the strategic choices of the farm labor union movement were at certain points more influential. (shrink)

This book re-evaluates New Left and Marxist texts from the 1980s, in order to explore problems facing the study of 'class' which have emerged within Australian and international theories. The author contrasts the popular ideas of Connell, Bourdieu and the 'Death of Class' thesis, with those of lesser known texts, concluding that no single definition can account for the various historical meanings of class. Instead, loosely following Castoriadis, the concept of class can best be understood as (...) creatively imagined and institutionalised. Paternoster proposes that class is best studied through historical phenomenology, which can be used to link political economy, cultural sociology and anthropological ethnographies. This approach allows the contributions of Marxist and New Left authors to be reintegrated with contemporary theories. Doing so highlights the significance of labour populism, while cautioning against the ahistorical applications of texts such as Boudieu's Distinction. Reimagining Class in Australia will be of interest to students and scholars across a range of disciplines, including sociology, history, political economy and anthropology. (shrink)

Educational aspirations under an ideal state and educational expectations based on reality have an important impact on children’s academic development, but distinct differences between them exist. On the basis of distinguishing the differences between the two, using the national data of Tsinghua University’s China Urbanization and Child Development Survey, this article endeavors to explore the inequality of educational aspirations and expectations from the perspective of class and urban-rural areas, and lay out the influencing factors of educational aspirations, expectations, and (...) the difference between them. It is found that Chinese parents generally have high aspirations for their children’s education. There is no distinct class difference in “high hopes for children’s bright future.” However, in the sense of educational expectations, there are distinct class differences, which are deeply rooted in socioeconomic status and closely related to education level, family type, family structure, and family economic status, as well as children’s academic performance. (shrink)

From the perspective of gender theory, the intersections among gender, class, and race make it difficult, if not impossible, to assign political issues and identities to just one social movement. Instead, the negotiation of movement ownership of issues and identities occurs through interaction among social movements, including interactions that create denial and distance. This article takes the interaction of labor organizing and feminism as the lens for studying movement interaction at three levels: opportunity structure, organizing practices, (...) and framing ideas. Using a case study of a strike of day care workers in West Berlin in the winter of 1989-90, it contrasts inclusive and exclusive forms of solidarity and their consequences for organizational practices. This particular strike received little support from either feminists or the labor movement and eventually failed, an outcome that can be seen as reflecting the weakness of structural and organizational supports for frames favoring inclusive solidarity. (shrink)

The class approach to the problem of educating a comprehensively developed personality under the conditions of developed socialist society requires careful consideration of the full complexity of the social structure of contemporary socialist society and the resultant concrete connections and interrelations of classes, social strata, and groups. A class approach requires that social reality be evaluated from the standpoint of the objective tendencies it embodies and the progressive possibilities of historical development; it relies on (...) real social strata capable of and concerned with implementing these potentials. (shrink)

Lukács is widely recognized as being the first critical theorist to have explicitly developed the idea of a “standpoint theory”. According to such a theory, members of oppressed groups enjoy an epistemic privilege regarding the nature of their oppression. However, there is no agreement regarding what precise argument Lukács offers for his claims regarding the alleged epistemic privilege of the working class. Additionally, it remains unclear whether later feminist standpoint theories share any continuity with Lukács’s argument. In this analysis, (...) I identify four arguments for the epistemic privilege of oppressed groups that could be attributed to Lukács. I argue that, although Lukács does not consistently endorse any specific argument, the most promising interpretation suggests that epistemic privilege arises from a contradiction between the norms that guide the self-understanding of such groups and the effects of the social practices they are socially obligated to engage in. (shrink)

In the contemporary context of increasing inequality and various forms of segregation, this volume analyzes the transition to neoliberal politics in Santiago de Chile. Using an innovative methodological approach that combines georeferenced data and multi-stage cluster analysis, Méndez and Gayo study the old and new mechanisms of social reproduction among the upper middle class. In so doing, they not only capture the interconnections between macro- and microsocial dimensions such as urban dynamics, schooling demands, cultural repertoires and socio-spatial trajectories, (...) but also offer a detailed account of elite formation, intergenerational accumulation, and economic, cultural, and social inheritance dynamics. (shrink)

In a recent paper (Haslanger 2016), Sally Haslanger argues for the importance of structural explanation. Roughly, a structural explana- tion of the behaviour of a given object appeals to features of the struc- tures—physical, social, or otherwise—the object is embedded in. It is opposed to individualistic explanations, where what is appealed to is just the object and its properties. For example, an individualistic explanation of why someone got the grade they did might appeal to features of the essay they (...) wrote—its being well-written, answering the set question, etc. But if the class is graded on a curve, then a better explanation will appeal to features of the class—of the social structure in which the student is embedded. That she wrote a better paper than 90% of the class explains better than that she wrote a well-argued paper. In this paper, I get clear as to various candidate concepts of structure that we might appeal to in structural explanations, argue that Haslanger’s preferred account is lacking, and present an alterna- tive that is more conducive to social structural explanation. (shrink)

Lonely students typically underperform academically. According to several studies, the COVID-19 pandemic is an important risk factor for increases in loneliness, as the contact restrictions and the switch to mainly online classes potentially burden the students. The previously familiar academic environment, as well as the exchange with peers and lecturers on site, were no longer made available. In our cross-sectional study, we examine factors that could potentially counteract the development of higher education student loneliness during the COVID-19 pandemic from a (...) social network perspective. During the semester, N = 283 students from across all institutional faculties of a German comprehensive university took part in an online survey. We surveyed their social and emotional experiences of loneliness, their self-reported digital information-sharing behavior, and their current egocentric networks. Here, we distinguished between close online contacts and close offline contacts. In addition, we derived the interconnectedness and heterogeneity of students’ contacts. To obtain the latter, we used a novel two-step method combining t-distributed stochastic neighbor embedding and cluster analysis. We explored the associations of the aforementioned predictors on social and emotional loneliness separately using two hierarchical multiple linear regression models. Our results suggest that social loneliness is strongly related to digital information-sharing behavior and the network structure of close contacts. In particular, high information-sharing behavior, high number of close contacts, a highly interconnected network, and a homogeneous structure of close contacts were associated with low social loneliness. Emotional loneliness, on the other hand, was mainly related to network homogeneity, in the sense that students with homogeneous close contacts networks experienced low emotional loneliness. Overall, our study highlights the central role of students’ close social network on feelings of loneliness in the context of COVID-19 restrictions. Limitations and implications are discussed. (shrink)

As a means to challenge and diminish the hold of mainstream curriculum's claim of being a colorblind, politically neutral text, we will address two particular features that partially, though significantly, constitute the hidden curriculum in the United States—race and class—historically studied as separate social issues. Race and class have been embedded within the institutional curriculum from the beginning in the US; though rarely acknowledged as intertwined issues. We illustrate how the theoretical and interpretive structure of French (...) philosopher and sociologist Pierre Bourdieu can productively subsume the insights of critical race theory into its framework in a way that provides a more robust understanding of how race and class continue to be socially reproduced in schools. To perform this task we examine, through Bourdieu's constructs of habitus, field, capital, symbolic violence and misrecognition, the ways in which race, in general, and whiteness, specifically, influences pedagogical and curricular existence within the institutional superstructure of school. (shrink)

From the seventh to the fourteenth century, the Muslim world’s key actors were free peasants working limited and scattered cultivated areas, whose communities paid heavy taxes. A distinct nomadic mode of production dominated the arid lands and their warlike pastoral tribes. Wealthy merchants and artisans controlled urban ideological production, living next to actual ruling classes, who drew exceptional material privileges from their proximity to the state. Since the latter’s status contradicted the contractual community’s values, political power was socially alienated and (...) needed support from paid soldiers and often co-opted religious notables. The author describes Islamic social formations as real flesh-and-blood beings who developed original features on the same tributary mode of production’s skeleton. He shows that comparable dialectical oppositions enlivened them, stemming from uneven and combined development processes. Thus, their states and villages, barren lands and city markets, contractual ideology and monarchical powers were permanently in conflictual interaction. (shrink)

As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students’ satisfaction of the basic need for relatedness – reflected by experiencing meaningful interpersonal connections and belonging – which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students’ relatedness satisfaction is the teachers’ behavior. Although research suggests that relatedness (...) satisfaction may be impaired in online education settings, to date no study has assessed how university lecturers’ relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers and the format of a class were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model. Results confirmed mediation, but not moderation. The use of video chat seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic. (shrink)

It is now generally recognized that Plato's whole theory of the Ideal State is based upon the principle that human society is ‘natural’ . As against the antisocial doctrines of certain sophists, this proposition means, in the first place, a denial of the view that society originated in a primitive contract. But Plato does not merely reject this false opinion; he also sets up an alternative doctrine that the state is natural, in the sense that a human society constructed on (...) ideal lines1 would be one that should reflect the structure of man's soul, and give full play to the legitimate functions of every part of his nature. Accordingly, it is vital to his purpose in the Republic to show that the division of the Ideal State into three classes—Guardians, Auxiliaries, Producers—corresponds to the division of the soul into three ‘parts’ , ‘kinds’, or ‘forms’ —the Reflective, Spirited, and Appetitive. (shrink)

While Max Weber is commonly treated as a social theorist or a theorist of social stratification, relatively little attention has been paid to the theory of the social that is developed in his work. In view of this, this article turns to Weber’s most explicit theorization of the social: the section of Economy and Society entitled ‘Class, Status, Party’. In this work, Weber treats class as a non-social form, in contrast to status groups (...) and parties, which are seen to emerge through communal or associative modes of socialization. Given this, it is argued that it is a mistake to reduce ‘Class, Status, Party’ to an argument about social stratification. Rather, this work is a general theorization of the social in relation to the spheres of economics and politics. Read in this way, Weber’s work is presented as a possible resource for rejuvenating social theory that goes beyond study of class or ‘societal’ structures, and which privileges analysis of social relationships (including those that go beyond nation-state boundaries) in the competition for social and political power. (shrink)

Cette étude analyse les réponses orales de 63 élèves français de 9-11 ans lors d’une tâche de vocabulaire du type définition de mots. La performance globale, mais aussi l’organisation et l’accessibilité des informations catégorielles, fonctionnelles ou perceptives sont examinées en considérant l’origine sociale des enfants. Les résultats quantitatifs de l’étude confirment ceux obtenus par les recherches sur la relation entre milieu socio-économique et étendue du vocabulaire. Les données qualitatives, tirées de l’analyse de la structure de 567 définitions, mettent en (...) évidence des différences modérées de l’évolution vers la forme canonique de la définition, selon la classe sociale. Ceci interroge nos manières de penser l’enseignement-apprentissage du vocabulaire et invite à explorer plus avant les mécanismes en jeu dans l’inégal accès à la connaissance de la signification des mots. (shrink)

This paper presents a report on the first Swiss Master Class in Corporate Social Responsibility, which was held between the 8th and 9th December 2006 at HEC Lausanne in Switzerland. The first section of the report introduces the topic of the master class – ‚Corporations as Political Actors – Facing the Postnational Challenge’ – as well as the concept of the master class. The second section gives an overview of papers written by nine young scholars that (...) were selected to present their research. The brief summary of each paper also includes a summary of comments from the masters, practitioners, and NGO representatives at the event. The third section brings in the perspectives of one master and one NGO representative on the discussed issues. The final section offers a brief wrap-up of the discussed topics and outlines ways to structure future conceptual and empirical research. (shrink)

This paper presents a report on the first Swiss Master Class in Corporate Social Responsibility, which was held between the 8th and 9th December 2006 at HEC Lausanne in Switzerland. The first section of the report introduces the topic of the master class – ‚Corporations as Political Actors – Facing the Postnational Challenge’ – as well as the concept of the master class. The second section gives an overview of papers written by nine young scholars that (...) were selected to present their research. The brief summary of each paper also includes a summary of comments from the masters, practitioners, and NGO representatives at the event. The third section brings in the perspectives of one master and one NGO representative on the discussed issues. The final section offers a brief wrap-up of the discussed topics and outlines ways to structure future conceptual and empirical research. (shrink)

Replying to Samuel Knafo and Benno Teschke, this article shows how Political Marxism offers powerful conceptual tools to understand modes of production that structure historical processes as fundamentally constituted by exploitative social and political relations. I explain how structure, or rules of reproduction, should be understood as alienated social relations, which are inherent to all class societies. Understanding structure this way leaves ample space for – and makes inevitable – the consideration of agency.

This book offers an original and challenging theoretical and empirical approach to mapping the changing nature of teachers' work historically and in the contemporary period. It is an attempt to understand how and in what ways teachers' work has changed following the demise of the post-war settlement and the imminent collapse of teachers' project of professionalism secured through solidaristic strategies such as unionism. Dr. Robertson argues that in order to understand these issues, a more rigorous set of conceptual tools around (...) social class, occupational power and worker control is needed. The first two sections of the book set out to address that problem. The final section elaborates on the changing contexts and conditions for contemporary teachers more generally, and argues that structural and ideological changes within educational provision have led to differing capacities in the realization of class assets. (shrink)

The transition to twenty-first century post-industrial capitalism from the 'welfare' industrial capitalism of the twentieth century, has affected the ways in which class is lived in terms of relational inequality and the factors that structure identity. Class After Industry takes a complex realist approach to the dynamics of individual lives, places, the social structure and analyses their significance in terms of class. A wide range of quantitative and qualitative studies are drawn on to explore (...) how 'life after industry' shapes class, and the consequent potential for social change. The book will be of interest across the social sciences and beyond, to those concerned with how class forms might translate into political action. (shrink)

In post-Roman Western Europe a two-class society of lords and their dependents was maintained by an intense concentration of wealth and by the lords' control of the supply of food, arms, and land. When the Normans came to England there was no knightly class. Until the late twelfth century knights were only knights while they were in possession of their weapons, and they were not clearly distinguished from the cultivators from whom they were drawn. All were subject to (...) the arbitrary demands of lordship, and vulnerable to labor services and corporal taxes. In England, thanks to strong royal/public government, the meaning of “freedom” was extended from “not being owned” to “not being dominated” . By the thirteenth century a class of small landholders was able to achieve independence of lordship—and independence of the Crown—to the extent that they could not be taxed without being consulted. Since post-Conquest England had no allodial land, this independence could only be achieved within the tenurial structure. My aim is to discuss, within the framework of the new views of European knighthood and Norman feudalism, some of the factors that brought a large section of the population of England out of dependency to freedom and created an independent landholding gentry. (shrink)

In an earlier paper it was suggested that relationships between population density, migration, and the frequency of consanguineous marriage depended on variation in the social class composition of populations. For two valleys in the western Pyrenees, it was found that migration distances are shorter in areas with lower population density and that this could in part be attributed to the effects of social class independently of the occupations of the population. The present paper investigates further the (...) relationships between migration, the frequency of consanguineous marriage and inbreeding in the Roncal valley in Navarre, Spain, for the period 1877–1915. The Roncal valley contains seven villages, each a separate administrative unit. Almost all the total population of 3900 live in these nucleated villages and there are few isolated households. The area of the valley is 420 km2, and the population density 9·28 inhabitants/km2. (shrink)

Basil Bernstein rarely had a good press in the forty-odd years in which he presented his developing theories to the public. Early admiration for his sociolinguistic 'discoveries' - of codes which regulate, at a deep-structural level, family beliefs and behaviours and relationships, as well as surface utterances - turned quite quickly into a suspicion that his description of social class difference amounted to a declaration of working class deficit. Although Bernstein's writings, particularly in the 1990s, became opaque (...) to the point of seeming to be purposefully obscurantist, they have always been enlivened by clear, pithy and punchy statements which left no room for ambiguity about the case he was making. The struggle to achieve an education system which would offer genuinely equal opportunities to children from all class and cultural backgrounds continued to underpin the writing and teaching of his later years. (shrink)