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Toolkits, Translation Devices and Conceptual Accounts

Essays on Basil Bernstein’s Sociology of Knowledge

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Edited By Parlo Singh, Alan R. Sadovnik and Susan F. Semel

For over four decades, Basil Bernstein researched ‘the internal organisation and educational context of the school’ specifically, and educational systems generally. In particular, he was interested in the powerful forms of knowledge transmitted through schooling systems; who gained access to these forms of knowledge; how they did so; and with what consequences. His research began by examining the differences between language and communication patterns in the institutions of the home/family and of the school, and extended to examining the structuring of pedagogic discourse from the level of the state to the classroom.
This collection brings together chapters by researchers from South Africa, Portugal, the United Kingdom, United States, and Australia, to build on the theoretical concepts developed by Bernstein to explore issues of access and acquisition to school knowledge. In addition, contributors explore the strengths and limitations of Bernstein’s work for understanding the structuring of educational institutions, as well as the potential of the theory for assisting educators to make a difference in the lives of students.

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Index 273

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A Abbott (2001), 124 abstractness of Bernstein’s concepts, 244–45 in human semiotic development, 136 abstract theoretical knowledge CBT excluding access to, 56–60, 63 as precondition for democracy, 47–50 as vertical discourse, 53 academic curriculum, 55 academic disciplines, 53–54 access to education, emphasis on, 51–52 to knowledge, exclusion from, 56–60 accounts, for unanticipated behaviors, 199–200 active realization, 20 activity theory research of, 106–7 social world and, 103–6 adaptive expertise, 256 Alexander (1982), 165–66 Alexander and Smith (1993), 199 Alfonso (2004), 18, 128 Al-Ramahi and Davies (2002), 37–38 ambiguity, pedagogic, 257 The American High School (Conant), 208 Apple, Michael, 245 art, sex education and, 94–95 Atkinson (2001) on empirical research using Bernstein, 246 on sociological concerns, 105 autonomy, relations of, 132–33 Avis (2005), 249 B Bakhtin, M., 107–8 Bakhtin, on space of authoring, 117 Barber (2002), 249 Bauman, Zygmunt, 130–31, 249 Bernstein-dependent/independent authors, 242–43 ‘best practices,’ 256–57 binary oppositions. See also meta-narratives and pedagogic discourse/practice, 203–7 bodily self-regulation, 132–33 body image, 39 Bolton (2005) on education for economic productivity, 42 on evaluative criteria, 171 on social class, pedagogy and achievement, 128 Index Sadovnik Index Only.qxd 3/15/2010 1:16 PM Page 273 Bonal and Rambla (2003) on global knowledge economy, 250, 253 on knowledge managing, 255 born gazes, 184–85 Borudieu (1977), 108 Bradley, Karen on educational psychology, 8 on meta-narratives. See meta-narratives and pedagogic discourse/practice on moral career of intelligence. See moral...

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