Furthering our explorations of knowledge production, policies and practices

This chapter offers a series of provocations and initial responses in order to enable communities of teachers, researchers, and scholars to continue to further these essential debates. Bernstein's conception of the three pedagogic rights of enhancement, inclusion, and participation is used to analyse the contributions to this edited collection. The term ‘conclusion’ is shied away from, as the chapters are presented as resources that contribute to ongoing debates and discourses among social realists and in relation to Bernsteinian analyses. The chapter starts with an acknowledgement of some of the critiques of social realism before placing the preceding chapters and the perspectives of the three editors in dialogue with Bernstein's pedagogic rights. Further explorations are offered in relation to ways in which knowledge in education can be drawn upon to inform more socially just and democratic educational experiences.