Basil Bernstein

Bio: Basil Bernstein is an academic researcher from University of London. The author has contributed to research in topics: Social class & Class (computer programming). The author has an hindex of 38, co-authored 68 publications receiving 19708 citations. Previous affiliations of Basil Bernstein include University College London.

Class, Codes and Control

Abstract: The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. 'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' Douglas Barnes, Times Educational Supplement 'His honesty is such that it illuminates several aspects of what it is to be a genius.' Josephine Klein, British Journal of Educational Studies

Pedagogy, symbolic control, and identity : theory, research, critique

Abstract: Part 1 Towards a Revised Theory of Pedagogy Chapter 2 Pedagogic Codes and their Modalities of Practice Chapter 3 The Pedagogic Device Chapter 4 Pedagogizing Knowledge: Studies in Recontextualizing Chapter 5 Official Knowledge and Pedagogic Identities: The Politics of Recontextualizing Chapter 6 The Divorce of Knowledge from the Knower Part 7 Theory and Research Chapter 8 Codes and Research Chapter 9 Research and Language of Description Part 10 Critique and Response Chapter 11 Sociolinguistics: A Personal View Chapter 12 Vertical and Horizontal Discourses: An Essay Chapter 13 Codes and their Positioning: A Case Study in Misrecognition Chapter 14 Bernstein Interviewed

Class, codes and control

Abstract: The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. 'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' Douglas Barnes, Times Educational Supplement 'His honesty is such that it illuminates several aspects of what it is to be a genius.' Josephine Klein, British Journal of Educational Studies

The structuring of pedagogic discourse

Abstract: This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse. It draws together and re-examines the findings of the author's earlier work.

Analysing Discourse: Textual Analysis for Social Research

Abstract: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Types of Exchange, Speech Functions, and Grammatical Mood Part 3: Discourses and Representations 7. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Styles 10. Modality and Evaluation 11. Conclusion

Critical Discourse Analysis

Abstract: Since the late 1980s, Critical Discourse Analysis (CDA) has become a well-established field in the social sciences. However, in contrast with some branches of linguistics, CDA is not a discrete academic discipline in the traditional sense, with a fixed set of research methods. The manifold roots of CDA lie in a myriad of disciplines including rhetoric, anthropology, philosophy and cognitive science, to name a few. This four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development. Sculpted and edited by a leading voice in the field, this work covers the interdisciplinary roots, the most important approaches and methodologies of CDA, as well as applications in other disciplines in an updated and comprehensive way. Structured thematically, the four volumes cover a wide range of aspects and considerations: Volume One: Histories, Concepts and Interdisciplinarity Volume Two: Theoretical Approaches and Methodologies Volume Three: 'Doing CDA' - Case Studies Volume Four: Applications and Perspectives - New Trends in CDA

Emotion Work, Feeling Rules, and Social Structure

Abstract: This essay proposes an emotion-management perspective as a lens through which to inspect the self, interaction, and structure. Emotion, it is argued, can be and ofter is subject to acts of management. The individual often works on inducing or inhibiting feelings so as to render them "appropriate" to a situation. The emotion-management perspective draws on an interactive account of emotion. It differs from the dramaturgical perspective on the one hand and the psychoanalytic perspective on the other. It allows us to inspect at closer range than either of those perspectives the relation among emotive experience, emotion management, feeling rules, and ideology. Feeling rules are seen as the side of ideology that deals with emotion and feeling. Emotion management is the type of work it takes to cope with feeling rules. Meaning-making jobs, more common in the middle class, put more premium on the individual's capacity to do emotion work. A reexamination of class differences in child rearing suggest that middle-...

Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research:

Abstract: This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “objective” research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to “counter” deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.