Griffith University

Brian D. Barrett

Associate Professor
State University of New York College at Cortland, United States

Brian D. Barrett is Assistant Professor in the Foundations and Social Advocacy Department at the State University of New York College at Cortland, where he also assists in the coordination of Cortland?s Urban Recruitment of Educators program. He received his Ph.D. at the University of Cambridge and served as a postdoctoral research associate at the University of Notre Dame?s Center for Research on Educational Opportunity. His research and teaching interests include sociology of education, social foundations of education and urban education. His work on education policy and teacher education and on the educational outcomes of religiously involved urban African American students has recently been published in journals including Teaching and Teacher Education, Urban Education, and Religion and Education.

Frances Christie

Professor
The University of Melbourne, Australia

Professor Frances Christie is Emeritus Professor of Language and Literacy Education, the University of Melbourne and Honorary Professor of Education and Linguistics at the University of Sydney. Her major research and teaching interests are in English language and literacy education. She has interests in children?s writing development, the relationship of talk and writing, the teaching of literacy to students across the years of schooling from Prep to Year 12, teaching knowledge about language and pedagogic grammar.

She has had a long standing interest in Bernstein?s work. Her book,  Classroom Discourse: A Functional Perspective (Continuum, 2002) ? used systemic functional theory and Bernstein?s notions of the pedagogic device to develop a model of classroom discourse. She invited Bernstein to the University of Melbourne for a conference in 1996. The papers from that conference later appeared in: F. Christie (ed.) 1999, Pedagogy and the Shaping of Consciousness. Continuum: London and New York. Since her retirement and return to Sydney to live she has co-convened two conferences about dialogue between Bernstein?s sociology and systemic functional linguistics (SFL), the first with J R Martin in 2004, and the second with Karl Maton and Jim Martin in 2008. The former conference led to another publication (with J.R. Martin, eds.) Language, Knowledge and Pedagogy. Functional Linguistics and Sociological Perspectives. (Continuum). With Karl Maton, she is currently preparing a volume of edited papers based on the second conference of 2008.

Books

• (1997) (with JR Martin), Genres and Institutions: Social Processes in the Workplace and School. London: Cassell Academic.
• (1998)  (with R. Misson), Literacy and Schooling. London: Routledge.
  
• (1999) (ed.) Pedagogy and the Shaping of Consciousness Linguistic and Social Processes.  London: Cassell Academic/Continuum.
• (2000) (with A. Soosai), Language and Meaning 1. Melbourne: Macmillan Education.
• (2001) (with A. Soosai), Language and Meaning 2. Melbourne:  Macmillan Education.
• Christie, F. (2002) Classroom Discourse Analysis. London: Continuum Press.
• Christie, F (2005), Language Education in the Primary Years. Sydney: University of NSW Press.
• Christie, F. and Martin, J.R. (eds) (2007) Language, Knowledge and Pedagogy. Functional Linguistics and Sociological Perspectives. London and New York: Continuum.
• Christie F. and Derewianka, B. (2008), School Discourse: Writing Development across the Years of Schooling. London and New York: Continuum.
• Christie F. and Simpson, A. (in press) Literacy and Social Responsibility: Multiple Perspectives. Equinox.
  

Catherine Doherty

Postdoctoral Research Fellow
Queensland University of Technology, Australia

Catherine Doherty is a postdoctoral research fellow at Queensland University of Technology in the field of sociology of education with research interests in the educational implications of cultural globalisation and population mobilities. Her work is also informed by sociolinguistics. Doherty is currently leading a project funded by the Australian Research Council which is investigating the growing uptake of the International Baccalaureate Diploma in Australia as a school strategy and individual choice. She has published in the area of internationalised pedagogy and curriculum in higher education and internationalised curriculum in secondary schools.

Gabrielle Ivinson

Senior Lecturer
Cardiff University, United Kingdom

Gabrielle Ivinson is a senior lecturer in the Cardiff School of Social Sciences, Cardiff University. She is a social and developmental psychologist whose main interest is the way knowledge is socially constructed. Following her MPhil at Cambridge University she worked on an ESRC project on cross-curricular themes in the national curriculum in the UK (grant holders G.W. Whitty and P. Aggleton) between 1991 and 1994. Bernstein was an advisor to the project and findings were reported in Pedagogy, Symbolic Control and Identity (2000). She returned to Cambridge to undertake her doctoral thesis The Construction of the Curriculum, 1998 that combined Bernstein?s sociology of pedagogy and Moscovici?s theory of Social Representations. The papers that arose from her thesis were co-authored with Gerard Duveen and operationalised Bernstein?s concepts of pedagogic discourse, recognition and realisation rules at the level of classroom and extended his theory to develop a further level of mediation relating to the constructive efforts of children. Gabrielle has applied Bernstein?s work to the area of sex education and is currently working on Evens, Davies and Riches? (2008, 2010) Corporeal Device and body perfection codes. The Fifth International Basil Bernstein was held in Cardiff and Gabrielle edited the collection that arose from the symposium with Brian Davies and John Fitz, titled Knowledge and Identity: concepts and applications in Bernstein?s sociology of knowledge, Routledge, 2010 (forthcoming). Her introductory chapter From Monasteries to Markets integrates work in the collection about knowledge, social organisation and consciousness. She co-authored Rethinking Single Sex Teaching, McGrawHill, 2007 with Patricia Murthy.  

Karl Maton

Senior Lecturer
University of Sydney, Australia

Karl Maton is a Senior Lecturer in sociology at the University of Sydney, and had previously taught for the University of Cambridge, the Open University (UK), Keele University and Wollongong University. His sociological theory of knowledge and education is now being internationally used by researchers in sociology, education, philosophy and linguistics (see http://www.karlmaton.com). Karl has published in sociology, cultural studies, education, linguistics and philosophy and is currently engaged in two major projects funded by the Australian Research Council: Living and Learning in a Knowledge Society and Disciplinarity, Knowledge and Schooling. Karl co-edited (with Rob Moore) Social Realism, Knowledge and the Sociology of Education (Continuum, 2010), a collection of key writings in `social realism?. Karl?s book, Knowledge and Knowers: Towards a realist sociology of education, will be published in 2010 by Routledge.  

Ana Maria Morais

Emeritus Professor of the Institute of Education
University of Lisbon, Portugual

Ana Maria Morais is Emeritus Professor of the Institute of Education of the University of Lisbon. She received an undergraduate degree in Biology (1960) from the Schools of Science of the Universities of Lisbon and Porto and a Diploma in Pedagogical Sciences from the University of Lisbon. She received a PhD (1984) in Sociology of Education from the Institute of Education, University of London. She spent about twenty years as a secondary school teacher, before joining the School of Science University of Lisbon in 1985, where she was a professor of science education, until she became an emeritus professor in 2009. She has moved in 2010 to the very recently created Institute of Education of the University of Lisbon. She co-organized the first comprehensive programme of in-service teacher education (1973-1978) at the Gulbenkian Foundation, where she also started doing research. She was a co-founder of the Centre for Educational Research of the School of Science, University of Lisbon, and of the ESSA Research Group ? Sociological Studies of the Classroom, of which she is a coordinator. She is the author or co-author of over one hundred publications in classroom learning, teacher education, curriculum development and other areas, in the fields of science education and sociology of education. She is a member of the editorial board of various journals. She initiated, in 2000, the Basil Bernstein?s Symposiums and she has served on the organizing and scientific committees of various conferences. Her work is mostly directed to make science available to all students, leading them to high levels of scientific literacy.   

Isabel Neves

Associate Professor of the Institute of Education
University of Lisbon, Portugal

Isabel Neves is a retired Associate Professor of the Institute of Education, University of Lisbon. She received an undergraduate degree in Biological Sciences from the University of Coimbra (1967) and she received a Diploma in Pedagogical Sciences (1973), a PhD in Science Education (1991) and a post-doctoral degree in Education (2000) from the University of Lisbon. She was a secondary school teacher for nineteen years, before joining the School of Science of the University of Lisbon in 1986, where she was, until 2010, professor in the field of science education. In 2010 she became professor of the recently created Institute of Education of the University of Lisbon. She started doing research in 1974 in a group associated with the Gulbenkian Foundation, where she worked in the areas of teacher education and curriculum development.  She is a coordinator of the ESSA research Group - Sociological Studies of the Classroom - of the Centre for Educational Research of the School of Science, University of Lisbon. She has published, as an author or a co-author, various books and articles in the fields of science education and sociology of education, namely on classroom learning, teacher training and curriculum development. She was the Executive Director of the Journal ?Revista de Educac?o? and served as a referee of various journals Main research interests are science education and sociology of learning and, within these areas, she has been working in projects focused on science curricular development, teachers? performance and professional development and social classroom contexts and scientific learning.