Abstract: As a core component of Basil Bernstein's sociological thought,code theory transcends the limitations of traditional economic determinism by focusing on the social encoding of language and educational practice.It reveals how education participates in cultural reproduction through the social attributes of linguistic codes,offering a distinctive perspective for understanding educational inequality and the reproduction of social structures.While existing research on educational equity has largely concentrated on macro-level dimensions such as resource allocation and policy design,it often overlooks the micro-level cultural mechanisms embodied in linguistic codes.Drawing upon Foucault's concept of discursive power and Bourdieu's theory of cultural capital,code theory deconstructs the operational logic of linguistic codes in the field of education and their role in reproducing social structure.Key concepts such as "classification","framing","official knowledge",and "explicit versus implicit pedagogy" illuminate the underlying mechanisms at work.The distinction between elaborated and restricted codes reflects disparities in linguistic power; strong classification and strong framing reinforce the authority and legitimacy of official knowledge;and explicit and implicit teaching methods consolidate the cultural capital of different social groups.Thus,through the selection of linguistic codes,distribution of knowledge,and control of pedagogy,education functions as a key medium of cultural reproduction,covertly transmitting cultural advantage and power relations.To promote educational equity,educational practice should recognize and value linguistic and cultural diversity,foster equal dialogue among different discourses,and create inclusive learning environments that challenge structural inequalities.

Key words: education, code theory, cultural reproduction, knowledge, power, discourse, Basil Bernstein