Pedagogy, Symbolic Control, and Identity: Theory, Research, CritiqueRowman & Littlefield Publishers, 2000 - 229 pages This book, the fifth in the series developing BernsteinOs 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 BernsteinOs research project: are there any general principles underlying the transformation of knowledge into pedagogic communication? In BernsteinOs 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 |
Studies in Recontextualising | 41 |
Copyright | |
9 other sections not shown
Common terms and phrases
abstract acquirer acquisition analysis arena Basil Bernstein Bernstein Bourdieu cial classification and framing code modalities code theory competence models concept consciousness construction context create criteria crucial cultural dislocation distributive rules division of labour dominant economic elaborated codes evaluation explicit external focus formal forms function Hierarchical Knowledge Structures Horizontal discourse Horizontal Knowledge Structure ideology institutional pedagogy institutions instructional discourse integration interaction internal language of description legitimate linguistic means medieval university modes official pedagogic organisation orientation pedagogic code pedagogic device pedagogic discourse pedagogic identities pedagogic practice pedagogic relation performance models point of view position possible potential power relations principles of description produce Quadrivium realisation rules recognition and realisation recognition rules recontextualising field refers regulative discourse relay reproduction segments selection social class sociolinguistic sociology Sociology of Education specific strategies subsystem symbolic control teacher theory tion transmission Trivium Vertical discourse