1. Powerful knowledge and the curriculum: Contradictions and dichotomies
2. Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. Taylor & Francis.
3. Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Rev. ed.). Rowman & Littlefield Publishers.
4. Procedural and substantive knowledge: Some implications of an outcomes based history curriculum in South Africa;Bertram C.;Southern African Review of Education,2009
5. What does research say about teacher learning and teacher knowledge? Implications for professional development in South Africa;Bertram C.;Journal of Education,2011