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Reading Bernstein, Researching Bernstein - Brian Davies

Reading Bernstein, Researching Bernstein

By: Brian Davies (Editor), Ana Morais (Editor), Johan Muller (Editor)

Hardcover

Published: 24th June 2004
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Basil Bernstein's work focused on the way that knowledge is produced, transmitted and learned. Written by a team of international contributors, this book shows the scope and power of his work, developed over a fifty year period. It aims to demonstrate the growing recognition of the value of Bernstein's work to understanding what is happening to education systems 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 of boys' underachievement, citizenship, system reform and language learning in varied cultural contexts. Section 3 applies Bernstein's theories to teacher education, a sector where there is increasing political control. Finally, Section 4 focuses on vocational and higher education.
The book will appeal to the international academic community in education and sociology, as well as postgraduate students on education, sociology, sociolinguistic, and social psychology degrees.

List of illustrationsp. xi
Notes on contributorsp. xiii
Acknowledgementsp. xvii
Introduction: the possibilities of Basil Bernsteinp. 1
Bernstein's relations
Silent, invisible, total: pedagogic discourse and the age of informationp. 15
From class reproduction to the totally pedagogized societyp. 18
A poststructuralist turn? Semiotics, discourse and educationp. 20
Self, society and meaning: pedagogy as social semiosisp. 20
Dimensions of discourse: a socio-semiotic frameworkp. 22
Conclusionp. 26
The concept of semiotic mediation: perspectives from Bernstein's sociologyp. 30
Introductionp. 30
Semiotic mediation in the development of mindp. 31
Semiotic mediation: an analysis of the conceptp. 32
Basil Bernstein and the theory of semiotic mediationp. 35
Conclusionp. 40
The debt to pleasure: the subject and knowledge in pedagogic discoursep. 44
Introductionp. 44
Pedagogic communication as moral discoursep. 45
The structure of the pedagogic relationp. 49
Conclusionp. 54
Learning in school contexts
Framing talk: towards a 'radical visible pedagogy'p. 61
Learning as the experience of boundariesp. 62
Horizontal and vertical discoursep. 62
Towards a visible radical pedagogyp. 63
The managed introduction of horizontal discoursep. 66
Conclusionp. 73
The what and the how of teaching and learning: going deeper into sociological analysis and interventionp. 75
Introductionp. 75
Theoretical frameworkp. 76
Methodologyp. 77
Data analysisp. 80
Conclusionp. 86
Sequencing and pacing of the hidden curriculum: how Indigenous learners are left out of the chainp. 91
Stratifying educational outcomesp. 91
Stages in the literacy development sequencep. 92
Pedagogic discourse and learning to readp. 94
Reading before schoolp. 95
Reading practices in early school yearsp. 98
Reading practices in the middle yearsp. 100
Alternative practices: Learning to Read: Reading to Learnp. 102
Democratizing the classroomp. 105
Decoding mathematics instruction: a critical examination of an invisible pedagogyp. 108
Social class differences in child socializationp. 108
Theoretical frameworkp. 109
The studyp. 110
Resultsp. 112
Discussionp. 119
Gendered learning identity in two modalities of pedagogic discoursep. 123
A model of cultural transmission based on Bernsteinp. 123
Methodology and research designp. 125
Discussionp. 132
The framing of pedagogic encounters: regulating the social order in classroom learningp. 137
Research designp. 139
Fighting for attention: strong frames in Mandelap. 140
'Keeping up': strong frames in Greenfield Schoolp. 142
Valuing educational knowledgep. 144
Conclusionp. 147
Aspects of teacher education
Towards a sociology of teacher educationp. 153
Introductionp. 153
Actual and virtual discourses - teacher education pedagogic discourse and the production of 'best classroom practice'p. 154
A modality of teacher education discoursep. 155
Classification, framing and the apprenticing of novicesp. 160
'Relations to' - positioning of students in relation to a privileged repertoirep. 162
Conclusionp. 165
Teacher training contexts: study of specific sociological characteristicsp. 168
Introductionp. 168
Theoretical frameworkp. 169
Planning teacher trainingp. 170
Characterization of the teacher training contextp. 172
Final considerationsp. 180
Knowledge and differentiation in vocational and higher education
Retrieving the general from the particular: the structure of craft knowledgep. 189
Introductionp. 189
Bernstein on craftp. 189
Craft as knowledge structure (1)p. 191
Craft as non-sciencep. 194
The modelling principle in craftp. 195
Craft as knowledge structure (2)p. 197
Conclusionp. 201
Horizontal discourse in law and labour lawp. 204
The case studiesp. 204
Horizontal and vertical discourse in a postgraduate diploma in labour lawp. 206
Rule versus experience in a certificate course in labour lawp. 208
The everyday in law and labour lawp. 210
Conclusionp. 214
The wrong kind of knower: education, expansion and the epistemic devicep. 218
Introductionp. 218
Conceptual framework: codes and devicesp. 219
The 'new student' debatep. 221
The new studentp. 223
The new universitiesp. 225
Controlling the epistemic devicep. 227
Conclusionp. 229
Indexp. 232
Table of Contents provided by Rittenhouse. All Rights Reserved.

ISBN: 9780415339827
ISBN-10: 0415339820
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 238
Published: 24th June 2004
Country of Publication: GB
Dimensions (cm): 24.18 x 15.65  x 1.93
Weight (kg): 0.52
Edition Number: 1