Revisiting the role of pedagogic contexts in social class analysis: a Bernsteinian approach
TL;DR: The authors revisited the development of Basil Bernstein's theoretical armories and reinvigorated its relevance to social class analysis in education, while identifying some of the challenges and pro-blems.
Abstract: This paper revisits the development of Basil Bernstein’s theoretical armories and reinvigorates its relevance to social class analysis in education, while identifying some of the challenges and pro...
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01 Jan 2016
TL;DR: The distinction a social critique of the judgement of taste is universally compatible with any devices to read is made in this article, where the authors show how to download a book from a library in multiple countries, allowing users to get the most less latency time to download any of their books.
Abstract: distinction a social critique of the judgement of taste is available in our book collection an online access to it is set as public so you can download it instantly. Our digital library hosts in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the distinction a social critique of the judgement of taste is universally compatible with any devices to read.
220 citations
Journal Article•
TL;DR: Basil Bernstein: The Thinker and the Field by Rob Moore as mentioned in this paper outlines the importance and reach of Bernstein's work and makes a compelling case for increasing the influence and application of Bernstein theories in the field.
Abstract: Basil Bernstein: The Thinker and the Field. Rob Moore. London, UK: Routledge. 2013. ISBN: 978-0-415577038. 215 pp.Roy Nash (2006) noted that "anyone interested in the sources of social disparities in educational achievement and who studies the literature in search of theories with some explanatory content will soon encounter an introduction to the sociology of Basil Bernstein" (p. 539). American educational sociologist Alan R. Sadovnik noted,Bernstein was one of the leading sociologists in the world, whose pioneering work ... illuminated our understanding of ... political economy, family, language, and schooling. Although committed to equity and social justice ... his work was often misunderstood and incorrectly labelled a form of 'cultural deficit' theory. Nothing could be more inaccurate. (2001, p. 1)Despite these strong assertions, Bernstein's work as a theorist is almost invisible in New Zealand.Rob Moore's important book outlines the importance and reach of Bernstein's work and makes a compelling case for increasing the influence and application of Bernstein's theories in the field. It clarifies Bernstein's essential problematic that formed the basis for a continual dialectic between theory and empirical research. The question at the heart of Bernstein's work is: "what is the relationship between social structures and symbolic systems, and how does the differential positioning of groups within those relationships shape consciousness, experience and identity?" (p. 34). Early on, Moore establishes Bernstein's key contributions which are masterfully elaborated in the rest of the book:he provides an understanding of pedagogy as the agency of not merely reproduction but of interruption: as the space for thinking "the unthinkable" ... he provides a distinctive "object" for the sociology of education: the structure of pedagogic discourse itself theorized through the principles of classification and framing and examined in terms of the social distribution of its modalities and their differential class effects, (p. 2)Moore's book is an exegesis in which the author moves backwards and forwards through key texts, spanning a fifty-year period, to "get to the meanings" (p. 1). His motivation: "[Bernstein] was a thinker of immense originality and creativity ... one of the most inventive modern thinkers in the social sciences" (p. 1). Moore studied and worked with Bernstein, witnessing the changing trends of the sociology of education since the 1960s. He provides an historical perspective, giving indepth interpretations of Bernstein's theoretical work and its development.Part 1 establishes Bernstein's thinking background: the intellectual influence of Durkheim, and the complex position that Bernstein came to occupy within the emerging field of the sociology of education. Importantly, Moore covers the misinterpretation of Bernstein's early work as "deficit theory", the result of a misreading of the less-thanideal terms for codes, "elaborated" and "restricted", used in the early work. As Moore explains, "the term restriction refers not to cognitive restriction but to cultural affinity at the level of shared tacit understanding" (p. 64). The chapters comprising Part 1 of the book ("Background and beginnings" and "Durkheim, cosmology and education") provide a fascinating and insightful account of the way positions within the field and knowledge itself emerge in a continual process of recontextualisation. Part 2, "The problematic", covers the structure of pedagogic discourse, Bernstein and theory, Bernstein and research, and the pedagogic device.A recurring theme is the relation of Bernstein's work to better-known reproduction theorists such as Bourdieu. …
42 citations
TL;DR: In this paper, the authors draw on Basil Bernstein's theory of pedagogic discourse and practice to explain the controversy surrounding civic education in Hong Kong, through the case of a compulsory secondary school.
Abstract: This paper draws on Basil Bernstein’s theory of pedagogic discourse and practice to explain the controversy surrounding civic education in Hong Kong, through the case of a compulsory secondary scho...
2 citations
Cites background from "Revisiting the role of pedagogic co..."
...For instance, Lee (2017) draws on the concept of pedagogic practice to examine the impact of curriculum reform in Hong Kong on student academic achievement across social class....
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References
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Book•
01 Sep 2003
TL;DR: The power and limits of social class are explored in this paper, where the authors present a theory of Bourdieu's theory of the power of social structure and daily life in the organization of daily life.
Abstract: Acknowledgments 1. Concerted Cultivation and the Accomplishment of Natural Growth 2. Social Structure and Daily Life PART I. THE ORGANIZATION OF DAILY LIFE 3. A Hectic Pace of Concerted Cultivation: Garrett Tallinger 4. A Child's Pace: Tyrec Taylor 5. Children's Play Is for Children: Katie Brindle PART II. LANGUAGE USE 6. Developing a Child: Alexander Williams 7. Language as a Conduit of Social Life: Harold McAllister PART III. FAMILIES AND INSTITUTIONS 8. Concerted Cultivation in Organizational Spheres: Stacey Marshall 9. Effort Creates Misery: Melanie Handlon 10. Letting Educators Lead the Way: Wendy Driver 11. Beating with a Belt, Fearing "the School": Little Billy Yanelli 12. The Power and Limits of Social Class Appendix A. Methodology: Enduring Dilemmas in Fieldwork Appendix B. Theory: Understanding the Work of Pierre Bourdieu Appendix C. Supporting Tables Notes Bibliography Index
4,355 citations
TL;DR: Part 1 Towards a Revised Theory of Pedagogy: Studies in Recontextualizing and Bernstein Interviewed.
3,180 citations
"Revisiting the role of pedagogic co..." refers background in this paper
...…classification and framing Bernstein’s theory of pedagogic practice provides ‘internal language of description’ that implies how the inner workings of the transmission/ acquisition system act selectively on the learning of students from different social backgrounds (Bernstein, 2000, p. 132)....
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...(Bernstein, 2000, p. 32) Sadovnik (2001, p. 609) defended Bernstein’s theory against those critics who see it as the deficit theory that ‘schools require an elaborated code for success means that workingclass children are disadvantaged by the dominant code of schooling, not deficient […D]ifference…...
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...It is important to note that pedagogic context is interactive (Bernstein, 2000, p. 18)....
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...RD is underlain by the rules of social order (hierarchical rules) and ID by discursive rules (the rules of selection, sequencing, pacing and evaluation criteria), and ID is always embedded within RD (Bernstein, 2000, p. 13)....
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...…in Bernstein’s sociology of education, that is, in his intellectual pursuits throughout his life, to develop a systemic analysis of ‘the inner logic of pedagogic discourse and practices’, through which differential voice of class (as well as gender, race, etc.) speaks (Bernstein, 2000)....
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TL;DR: 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 as discussed by the authors.
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
2,438 citations
Book•
01 Jan 2000
TL;DR: In this article, a revised theory of pedagogy is proposed, with a focus on the separation of knowledge from the teacher and the learner, and the use of pedagogic codes and their modalities of practice.
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
2,250 citations
Book•
01 Jan 1971
TL;DR: 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.
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
2,108 citations
"Revisiting the role of pedagogic co..." refers background in this paper
...However, Collins (1978) cast doubt on the link between shifts in macro-level occupational structures and shifts in micro-level pedagogic cultures and linguistic codes in different class groups....
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