Reading Bernstein, Researching Bernstein

by Davies, Brian; Muller, Johan; Morais, Ana

• ISBN13: 9780203461877
• ISBN10: 0203461878
• Copyright: 2004-06-24
• Publisher: Taylor & Francis

Summary

Basil Bernstein is arguably one of the most important educational theorists of the late 20th century. This book, written by a team of international contributors, offers an insight into the richness and depth of his theories.

Author Biography

Ana Morais is a Professor at the University of Lisbon. Brian Davies is a Professor at the School of Social Sciences, University of Cardiff. John Muller is a Professor at the School of Education, University of Cape Town.

Table of Contents

List of illustrations	p. xi
Notes on contributors	p. xiii
Acknowledgements	p. xvii
Introduction: the possibilities of Basil Bernstein	p. 1
Bernstein's relations
Silent, invisible, total: pedagogic discourse and the age of information	p. 15
From class reproduction to the totally pedagogized society	p. 18
A poststructuralist turn? Semiotics, discourse and education	p. 20
Self, society and meaning: pedagogy as social semiosis	p. 20
Dimensions of discourse: a socio-semiotic framework	p. 22
Conclusion	p. 26
The concept of semiotic mediation: perspectives from Bernstein's sociology	p. 30
Introduction	p. 30
Semiotic mediation in the development of mind	p. 31
Semiotic mediation: an analysis of the concept	p. 32
Basil Bernstein and the theory of semiotic mediation	p. 35
Conclusion	p. 40
The debt to pleasure: the subject and knowledge in pedagogic discourse	p. 44
Introduction	p. 44
Pedagogic communication as moral discourse	p. 45
The structure of the pedagogic relation	p. 49
Conclusion	p. 54
Learning in school contexts
Framing talk: towards a 'radical visible pedagogy'	p. 61
Learning as the experience of boundaries	p. 62
Horizontal and vertical discourse	p. 62
Towards a visible radical pedagogy	p. 63
The managed introduction of horizontal discourse	p. 66
Conclusion	p. 73
The what and the how of teaching and learning: going deeper into sociological analysis and intervention	p. 75
Introduction	p. 75
Theoretical framework	p. 76
Methodology	p. 77
Data analysis	p. 80
Conclusion	p. 86
Sequencing and pacing of the hidden curriculum: how Indigenous learners are left out of the chain	p. 91
Stratifying educational outcomes	p. 91
Stages in the literacy development sequence	p. 92
Pedagogic discourse and learning to read	p. 94
Reading before school	p. 95
Reading practices in early school years	p. 98
Reading practices in the middle years	p. 100
Alternative practices: Learning to Read: Reading to Learn	p. 102
Democratizing the classroom	p. 105
Decoding mathematics instruction: a critical examination of an invisible pedagogy	p. 108
Social class differences in child socialization	p. 108
Theoretical framework	p. 109
The study	p. 110
Results	p. 112
Discussion	p. 119
Gendered learning identity in two modalities of pedagogic discourse	p. 123
A model of cultural transmission based on Bernstein	p. 123
Methodology and research design	p. 125
Discussion	p. 132
The framing of pedagogic encounters: regulating the social order in classroom learning	p. 137
Research design	p. 139
Fighting for attention: strong frames in Mandela	p. 140
'Keeping up': strong frames in Greenfield School	p. 142
Valuing educational knowledge	p. 144
Conclusion	p. 147
Aspects of teacher education
Towards a sociology of teacher education	p. 153
Introduction	p. 153
Actual and virtual discourses - teacher education pedagogic discourse and the production of 'best classroom practice'	p. 154
A modality of teacher education discourse	p. 155
Classification, framing and the apprenticing of novices	p. 160
'Relations to' - positioning of students in relation to a privileged repertoire	p. 162
Conclusion	p. 165
Teacher training contexts: study of specific sociological characteristics	p. 168
Introduction	p. 168
Theoretical framework	p. 169
Planning teacher training	p. 170
Characterization of the teacher training context	p. 172
Final considerations	p. 180
Knowledge and differentiation in vocational and higher education
Retrieving the general from the particular: the structure of craft knowledge	p. 189
Introduction	p. 189
Bernstein on craft	p. 189
Craft as knowledge structure (1)	p. 191
Craft as non-science	p. 194
The modelling principle in craft	p. 195
Craft as knowledge structure (2)	p. 197
Conclusion	p. 201
Horizontal discourse in law and labour law	p. 204
The case studies	p. 204
Horizontal and vertical discourse in a postgraduate diploma in labour law	p. 206
Rule versus experience in a certificate course in labour law	p. 208
The everyday in law and labour law	p. 210
Conclusion	p. 214
The wrong kind of knower: education, expansion and the epistemic device	p. 218
Introduction	p. 218
Conceptual framework: codes and devices	p. 219
The 'new student' debate	p. 221
The new student	p. 223
The new universities	p. 225
Controlling the epistemic device	p. 227
Conclusion	p. 229
Index	p. 232
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