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Beginning from the argument that the sociology of educational knowledge remains a sociology without a theory of knowledge, this paper illustrates the significance of the structuring of knowledge for the development of intellectual fields through a study of cultural studies in British higher education. The paper presents a means of bridging the divide between analyses of ‘relations to’ and ‘relations within’ education (Basil Bernstein) by conceiving educational knowledge as legitimation, i.e. as both positioned strategies within a field of struggles and potentially legitimate truth claims. First, the institutional trajectory of and claims made for cultural studies by its proponents are outlined. Analysis of the underlying principles of this language of legitimation is developed into a generative conceptualisation of modes of legitimation, and cultural studies is defined as a knower mode, where knowledge is reduced to the knower and epistemology replaced by sociology. Using this framework, cultural studies is then analysed in terms of: (i) relations to its institutional trajectory (developing Pierre Bourdieu’s ‘field’ approach); and (ii) relations within its mode of legitimation, focusing on their ramifications for the field’s structure. It is argued that legitimation embraces the insights of both approaches, thereby contributing to a cumulative and epistemological sociology of educational knowledge. [ABSTRACT FROM AUTHOR]