Description |
xiv, 216 pages : illustrations ; 24 cm |
Series |
Critical perspectives on literacy and education |
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Critical perspectives on literacy and education.
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Contents |
Ch. 1. Pedagogic Codes and their Modalities of Practice -- Ch. 2. The Pedagogic Device -- Ch. 3. Pedagogizing Knowledge: Studies in Recontextualizing -- Ch. 4. Thoughts on the Trivium and Quadrivium: The Divorce of Knowledge from the Knower -- Ch. 5. Codes and Research -- Ch. 6. Research and Languages of Description -- Ch. 7. Sociolinguistics: A Personal View -- Ch. 8. Edwards and his Language Codes A. D. Edwards: Reply to Basil Bernstein -- Ch. 9. Discourses, Knowledge Structures and Fields: Some Arbitrary Considerations -- Ch. 10. Codes and their Positioning: A Case Study in Misrecognition |
Summary |
This book, the fifth in the series developing Bernstein's code theory, presents a lucid account of the most recent developments of this code theory and, importantly, shows the close relation between this development and the empirical research to which the theory has given rise. Pedagogy, Symbolic Control and Identity addresses the central issue of Bernstein's research project: are there any general principles underlying the transformation of knowledge into pedagogic communication? In Bernstein's view, we have studied only pedagogic messages and their institutional and ideological base. We have not studied the nature of the relay which makes messages possible. The discussion of this research forms part II of this book, where Bernstein makes explicit the methodology of the research and, in particular, the crucial significance of languages of description |
Analysis |
Education Philosophy |
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Education Philosophy |
Notes |
Series statement from jacket |
Bibliography |
Includes bibliographical references (pages 202-209) and index |
Subject |
Education -- Philosophy.
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Educational sociology.
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Identity (Philosophical concept)
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Knowledge, Theory of.
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Sociolinguistics.
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LC no. |
96004574 |
ISBN |
074840371X (cl : alk. paper) |
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0748403728 (pb : alk. paper) |
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