The basis of Bernstein's sociology of education lays in is his theorisation of the different approaches to curriculum, pedagogy and assessment and the implications for pedagogic rights and social justice. This edited collection presents 15 empirical case studies and theoretical accounts from 22 international scholars who focus on the experiences of students and teachers in contexts marked by economic, social, cultural, linguistic and/or geographic diversity. Located in systems of education in Australia, France, Germany, Greece, Portugal, South Africa and the United States, each chapter contributes to a better understanding of the conditions of a democratic education across time and place.

In Sawbill Jennifer Case watches her family suddenly exchange their rooted existence for a series of relocations that take them across the United States. In response Case struggles to "live in place" without a geographical home, a struggle that leads her to search for grounding in the now-dismantled fishing resort her grandparents ran in northeastern Minnesota. By chronicling her migratory adulthood alongside the similarly unpredictable history of Sawbill Lodge, this memoir offers a resonant meditation on home, family, environment, and the human desire for place in the inherently mobile twenty-first century.

In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development?

These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent.

Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.

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Around the world, more young people than ever before are attending university. Student numbers in South Africa have doubled since democracy and for many families, higher education is a route to a better future for their children. But alongside the overwhelming demand for higher education, questions about its purposes have intensified. Deliberations about the curriculum, culture and costing of public higher education abound from student activists, academics, parents, civil society and policy-makers.

We know, from macro research, that South African graduates generally have good employment prospects. But little is known at a detailed level about how young people actually make use of their university experiences to craft their life courses. And even less is known about what happens to those who drop out.

This accessible book brings together the rich life stories of 73 young people, six years after they began their university studies. It traces how going to university influences not only their employment options, but also nurtures the agency needed to chart their own way and to engage critically with the world around them.

The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in - and cares about - universities.