Reading Bernstein, Researching Bernstein

Reading Bernstein, Researching Bernstein

by Brian Davies
     
 

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ISBN-10: 0415339820

ISBN-13: 9780415339827

Pub. Date: 08/28/2004

Publisher: Taylor & Francis

Basil Bernstein is arguably one of the most important educational theorists of the late 20th century. Whilst most academics and students in sociology of education know of Bernstein, few can claim to fully understand the scope and power of his work, which simply cannot be matched by any of his contemporaries.
This book, written by a team of international

Overview

Basil Bernstein is arguably one of the most important educational theorists of the late 20th century. Whilst most academics and students in sociology of education know of Bernstein, few can claim to fully understand the scope and power of his work, which simply cannot be matched by any of his contemporaries.
This book, written by a team of international contributors, offers an insight into the richness and depth of his theories.
It demonstrates the growing recognition of the value of Bernstein's work to understanding unfolding developments in education systems around the world today.
The volume is divided into four sections:
*
Section 1 considers the work of the theorists that Bernstein worked 'through' and 'with', from Durkheim and Marx to Bourdieu and Foucault
* Section 2 focuses on teaching and learning in school contexts and draw on current issues like boy's underachievement, citizenship, system reform and language learning in varied cultural contexts
* Section 3 applies Bernstein's theories to teacher education
* Section 4 focuses on international and higher education
This comprehensive text will show the international academic community in education and sociology - as well as students on education, sociology, sociolinguistic and social pyschology degrees - how to read and use Bernstein.

Product Details

ISBN-13:
9780415339827
Publisher:
Taylor & Francis
Publication date:
08/28/2004
Pages:
256
Product dimensions:
6.30(w) x 9.30(h) x 0.90(d)

Table of Contents

List of illustrationsxi
Notes on contributorsxiii
Acknowledgementsxvii
1Introduction: the possibilities of Basil Bernstein1
Section 1Bernstein's relations
2Silent, invisible, total: pedagogic discourse and the age of information15
From class reproduction to the totally pedagogized society18
A poststructuralist turn? Semiotics, discourse and education20
Self, society and meaning: pedagogy as social semiosis20
Dimensions of discourse: a socio-semiotic framework22
Conclusion26
3The concept of semiotic mediation: perspectives from Bernstein's sociology30
Introduction30
Semiotic mediation in the development of mind31
Semiotic mediation: an analysis of the concept32
Basil Bernstein and the theory of semiotic mediation35
Conclusion40
4The debt to pleasure: the subject and knowledge in pedagogic discourse44
Introduction44
Pedagogic communication as moral discourse45
The structure of the pedagogic relation49
Conclusion54
Section 2Learning in school contexts
5Framing talk: towards a 'radical visible pedagogy'61
Learning as the experience of boundaries62
Horizontal and vertical discourse62
Towards a visible radical pedagogy63
The managed introduction of horizontal discourse66
Conclusion73
6The what and the how of teaching and learning: going deeper into sociological analysis and intervention75
Introduction75
Theoretical framework76
Methodology77
Data analysis80
Conclusion86
7Sequencing and pacing of the hidden curriculum: how Indigenous learners are left out of the chain91
Stratifying educational outcomes91
Stages in the literacy development sequence92
Pedagogic discourse and learning to read94
Reading before school95
Reading practices in early school years98
Reading practices in the middle years100
Alternative practices: Learning to Read: Reading to Learn102
Democratizing the classroom105
8Decoding mathematics instruction: a critical examination of an invisible pedagogy108
Social class differences in child socialization108
Theoretical framework109
The study110
Results112
Discussion119
9Gendered learning identity in two modalities of pedagogic discourse123
A model of cultural transmission based on Bernstein123
Methodology and research design125
Discussion132
10The framing of pedagogic encounters: regulating the social order in classroom learning137
Research design139
Fighting for attention: strong frames in Mandela140
'Keeping up': strong frames in Greenfield School142
Valuing educational knowledge144
Conclusion147
Section 3Aspects of teacher education
11Towards a sociology of teacher education153
Introduction153
Actual and virtual discourses - teacher education pedagogic discourse and the production of 'best classroom practice'154
A modality of teacher education discourse155
Classification, framing and the apprenticing of novices160
'Relations to' - positioning of students in relation to a privileged repertoire162
Conclusion165
Teacher training contexts: study of specific sociological characteristics168
Introduction168
Theoretical framework169
Planning teacher training170
Characterization of the teacher training context172
Final considerations180
Section 4Knowledge and differentiation in vocational and higher education
13Retrieving the general from the particular: the structure of craft knowledge189
Introduction189
Bernstein on craft189
Craft as knowledge structure (1)191
Craft as non-science194
The modelling principle in craft195
Craft as knowledge structure (2)197
Conclusion201
14Horizontal discourse in law and labour law204
The case studies204
Horizontal and vertical discourse in a postgraduate diploma in labour law206
Rule versus experience in a certificate course in labour law208
The everyday in law and labour law210
Conclusion214
15The wrong kind of knower: education, expansion and the epistemic device218
Introduction218
Conceptual framework: codes and devices219
The 'new student' debate221
The new student223
The new universities225
Controlling the epistemic device227
Conclusion229
Index232

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