Accepting Alexander’s (2009) position that there is a need for comparative pedagogic research, and Osborn’s (2004) view that comparative research needs to better account for socio-cultural factors, an approach is suggested which attempts to respect complexity and encompass both macro and micro sociological perspectives. Bernstein’s pedagogic device (1990; 1996) provides a frame to compare in and across contexts: how knowledge may be differentially accessible to different groups; official influences and their effect on pedagogic practice; other influences and their effect on pedagogic practice; and what is most often appraised as legitimate educational knowledge outcomes. These comparisons illuminate the interrelations between different kinds of social power, a central dynamic in complex social activity, and so how culturally situated social structures constrain and enable individuals to achieve.

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