| Description |
vii, 288 pages ; 23 cm |
| Series |
History of schools & schooling ; v. 51 |
|
History of schools and schooling ; v. 51
|
| Contents |
Introduction / Parlo Singh, Alan R. Sadovnik and Susan F. Semel -- Casil Bernstein as an inspiration for educational research : specific methodological approaches / Ana M. Morais and Isabel P. Neves -- Educational policy and social reproduction / Brian Davies, John Evans and John Fitz -- The structure of pedagogic discourse as a relay for power : the case of competency-based training / Leesa Wheelahan -- Social class and pedagogy / Ursula Hoadly -- Pedagogic discourse and sexeducation : myths, science and subversion / Gabrielle Ivinson -- Subject position and identity in changing workplaces / Harry Daniels -- Exploring the transmission of moral order as invisible semiotic mediator of tacit knowledge / Jeanne Gamble -- Towering TIMSS or leaning PISA? Vertical and horizontal models of international testing regimes / William Tyler -- Pedagogy and moral order / Johann Muller and Ursula Hoadly -- Invisible tribunals : progress and knowledge-building in the humanitites / Karl Maton -- The moral career of intelligence, pedagogical practices and educational psychology / Karen Bradley and John G. Richardson -- School development and leadership in Norwegian demonstration schools / Rita Riksaasen -- Bernstein and empirical research / Sally Power -- Pedagogic translations : dominant pedagogic modes and teacher professional identity / Parlo Singh and Jessica Harris |
| Summary |
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. -- |
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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. --Book Jacket |
| Notes |
Part of the QUT Authors Collection |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Bernstein, Basil -- Criticism and interpretation.
|
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Critical pedagogy.
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Educational sociology.
|
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Knowledge, Sociology of.
|
| Author |
Sadovnik, Alan R., editor
|
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Semel, Susan F., 1941- editor
|
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Singh, Parlo, editor
|
| LC no. |
2010009682 |
| ISBN |
9781433103643 |
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