Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique

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Rowman & Littlefield, 2000 - 229 pages
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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.
 

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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
Bibliography
215
Index
223
About the Author
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About the author (2000)

Basil Bernstein was the Karl Mannheim Professor of the Sociology of Education, University of London until 1990 when he became Emeritus Professor of the Sociology of Education.

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