Editor: Viv Edwards (University of Reading, UK)
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Volume: 15 Number: 2 Page: 146–161
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On Literacy and the Social Organisation of Knowledge Inside and Outside School
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Gemma Moss
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This article sets out to explore the relevance of Bernstein's work on horizontal and vertical discourses (Bernstein, 1996) for understanding the nature of the school literacy curriculum and its relationship
to literacy practices in the wider community. It takes issue with some of the political strategies currently advocated within British New Literacy Studies and seeks to re-invigorate attention to schooled
literacy as an object of study in its own right.
© Multilingual Matters 2001
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