Pedagogy, Symbolic Control, and Identity: Theory, Research, CritiqueRowman & Littlefield, 2000 - 229 pages This book, the fifth in the series developing Bernstein's code theory, presents a lucid account of the most recent developments of this code theory and, importantly, shows the close relation between this development and the empirical research to which the theory has given rise. Pedagogy, Symbolic Control and Identity addresses the central issue of Bernstein's research project: are there any general principles underlying the transformation of knowledge into pedagogic communication? In Bernstein's view, we have studied only pedagogic messages and their institutional and ideological base. We have not studied the nature of the relay which makes messages possible. The discussion of this research forms part II of this book, where Bernstein makes explicit the methodology of the research and, in particular, the crucial significance of languages of description. This new edition of Bernstein's classic book is updated with three new chapters: on discourse, on official knowledge and identities, and a wide ranging interview with Joseph Solomon. The new edition, published as Volume Five in his Class, Codes, and Control Series, builds on the continuing tradition of Bernstein's highly influential work on class, education, language, and society. |
Contents
Pedagogic Codes and Their Modalities of Practice | 3 |
The Pedagogic Device | 25 |
Pedagogising Knowledge Studies in Recontextualising | 41 |
Official Knowledge and Pedagogic Identities The Politics of Recontextualisation | 65 |
Thoughts on the Trivium and Quadrivium The Divorce of Knowledge from the Knower | 81 |
Codes and Research | 89 |
Research and Languages of Description | 131 |
Sociolinguistics A Personal View | 145 |
Vertical and Horizontal Discourse An Essay | 155 |
Codes and Their Positioning A Case Study in Misrecognition | 175 |
Bernstein Interviewed | 197 |
215 | |
223 | |
About the Author | |
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abstract acquirer acquisition analysis appear base basis become Bernstein called chapter classification classification and framing communication competence concept concerned consciousness consider construction context course create criteria crucial cultural dependent device discussion distinguish distribution dominant economic empirical evaluation example explicit external field focus formal forms framing function Further give given groups Horizontal identities institutions integration interaction interest internal issues Knowledge Structure language less means modalities modes official organisation orientation original particular pedagogic discourse pedagogic practice performance perhaps point of view position possible potential principles problem produce questions realisation realisation rules recognition recontextualising refers regulative relations respect rules segments selection social space specialised specific strategies strong symbolic control teacher theory tion transformed translate transmission values weak