{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/12063"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/12063","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"A theoretical re-assessment of the use of the distinction between everyday and acadamic knowledges in Basil Bernstein's theory of educational transmissions","abstract":"This project assesses a popular position at present in the Bernsteinian subfield of the Sociology of Education, that Basil Bernstein’s main ideas are sufficiently represented by frameworks constructed around the distinction between everyday knowledge/thought and academic knowledge/thought. A survey of some contemporary literature within the Bernsteinian subfield was undertaken to generate a question for the project, i.e., whether it is indeed the case that the everyday/academic knowledges distinction is a productive condensation of the major ideas of Bernstein’s theory. A historical study of Bernstein’s papers from 1958 to 2000 is undertaken with the view of unearthing what it is that gives the theory its impetus over time.","abstract_html":"This project assesses a popular position at present in the Bernsteinian subfield of the Sociology of Education, that Basil Bernstein’s main ideas are sufficiently represented by frameworks constructed around the distinction between everyday knowledge/thought and academic knowledge/thought. A survey of some contemporary literature within the Bernsteinian subfield was undertaken to generate a question for the project, i.e., whether it is indeed the case that the everyday/academic knowledges distinction is a productive condensation of the major ideas of Bernstein’s theory. A historical study of Bernstein’s papers from 1958 to 2000 is undertaken with the view of unearthing what it is that gives the theory its impetus over time.","abstract_has_math":false,"creators":["Mwiinga, Donald Muunze"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Davis, Zain"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-22T22:23:12Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/12063","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Davis, Zain"]},{"key":"dc:creator","label":"Author","values":["Mwiinga, Donald Muunze"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-11T05:01:16Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-11T05:01:16Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/12063"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes abstract.","Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["This project assesses a popular position at present in the Bernsteinian subfield of the Sociology of Education, that Basil Bernstein’s main ideas are sufficiently represented by frameworks constructed around the distinction between everyday knowledge/thought and academic knowledge/thought. 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