The Structuring of Pedagogic Discourse.

This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse. It draws together and re-examines the findings of the author's earlier work.

Saved in:
Bibliographic Details
Main Author: Bernstein, Basil.
Format: eBook
Language:English
Published: Florence : Taylor & Francis Group, 2003.
Edition:1st ed.
Series:Class, Codes and Control
Subjects:
Online Access:Click to View
Tags: Add Tag
No Tags, Be the first to tag this record!
Table of Contents:
  • Book Cover
  • Half-Title
  • Title
  • Copyright
  • Dedication
  • Contents
  • Acknowledgements
  • Introduction
  • Notes
  • Part I On codes
  • Chapter 1 Codes, modalities, and the process of cultural reproduction: a model
  • Codes: general
  • Specific codes
  • Elaborated and restricted codes
  • Orientations
  • Location of elaborated and restricted orientations
  • Distribution
  • Performance: classification and framing
  • The division of labour and its social meanings
  • Classification and the social division of labour
  • Classification, voice, reproduction, and acquisition
  • Social relations, practice, and message
  • The communicative context
  • Framing
  • Specific codes and their modalities
  • Code modalities
  • Change of code
  • Code modalities defined
  • Classification
  • Framing
  • Conclusion
  • Appendix 1.1 Code, competence, and dialect
  • Appendix 1.2 Modality of culture and gender
  • Appendix 1.3 Classification and framing of the codes of production
  • Appendix 1.4 Class assumption of pedagogic codes
  • Ideal form
  • Sites of reproduction
  • Appendix 1.5 Code values and experimental contexts
  • Classification
  • Framing
  • Trotin picture card text
  • Hide-and seek text
  • Mother-child control
  • Appendix 1.6 Primary, recontextualizing, and secondary contexts
  • Notes
  • Chapter 2 Social class and pedagogic practice
  • The rules of pedagogic practice as cultural relay
  • Hierarchical rule
  • Sequencing rules
  • Criterial rules
  • Generating modalities of pedagogic practice
  • Hierarchical rules
  • Sequencing rules
  • Criterial rules
  • Types of pedagogic practice: visible and invisible
  • Visible pedagogies
  • Invisible pedagogies
  • Social class assumptions of pedagogic practice
  • Social class assumptions of visible pedagogies
  • Sequencing rules
  • Social class assumptions of an invisible pedagogy
  • Space
  • Time.
  • Control: hierarchical rules
  • Autonomous and market-oriented visible pedagogies
  • Addendum
  • Notes
  • Chapter 3 Elaborated and restricted codes: overview and criticisms
  • Elaborated and restricted codes: an overview, 1956-87
  • Criticisms of the theory
  • Code, competence, dialect, and deficit
  • Code and competence
  • Code and dialect
  • Deficit and difference
  • Criticism (specific)
  • Relations between codes and grammar
  • Codes and grammatical choice
  • Codes and frequency counts
  • Codes and theory
  • Codes and their recontextualizing
  • Note
  • Part II On pedagogic discourse
  • Chapter 4 Education, symbolic control, and social practices
  • Symbolic control, field, agents, discourses
  • Agents of dominant discourses: production and symbolic control
  • Division of labour of agents of symbolic control
  • Specialized agencies in the field of symbolic control
  • Ideology and agents of symbolic control
  • Fields, ideology, and social class
  • Fields, class, and the formation of consciousness
  • Ruling class
  • Working class
  • Symbolic control (education and cognate agents)
  • Education and the division of labour
  • Pre-capitalism (medieval)
  • Production
  • Symbolic control
  • Orientation of knowledge
  • Organization
  • Competitive capitalism (mid-nineteenth century)
  • Production
  • Symbolic control
  • Transitional capitalism: the twentieth century
  • Production
  • Symbolic control
  • Orientation of knowledge
  • Organization of knowledge
  • Reorganized capitalism: the twenty-first century
  • Production
  • Symbolic control
  • Conclusions
  • Appendix 4.1: the discourse of education
  • Notes
  • Chapter 5 The social construction of pedagogic discourse
  • The problematic and its intellectual context
  • Field of research
  • Features of the field
  • The pedagogic device
  • Distributive rules
  • Recontextualizing rules: pedagogic discourse.
  • The dominance of regulative discourse
  • Evaluation rules: pedagogic practice
  • Contexts, fields and definitions
  • Primary, recontextualizing, and secondary contexts
  • Primary context: production of discourse
  • Secondary context: reproduction of discourse
  • Recontextualizing context: relocation of discourse
  • Official pedagogic recontextualizing field
  • Pedagogic recontextualizing field (see later discussion)
  • Definitions
  • Realization of the device
  • Whose ruler? What consciousness? A model
  • Comments upon the model
  • Summary
  • Conclusion
  • Appendix 5.1: The concepts of instructional and regulative discourse
  • Appendix 5.2: Theories of instruction
  • Appendix 5.3: Code: general
  • Notes
  • References
  • Index.