Author: Taylor & Francis Group
Publisher: Routledge
ISBN: 9781032088013
Category :
Languages : en
Pages : 128
Book Description
Over a career spanning forty years, Basil Bernstein produced theoretical models about the workings of educational systems, and how these systems produce social relations of inequality. He was considered by many to be a radical scholar whose work generated enormous controversies. One such controversy was around code theory, specifically restricted and elaborated codes which came to signify--for some scholars--the deficit views of those living in poverty. Bernstein weathered the intensity of the debates around these ideas, spending much of his career vehemently challenging deficit portrayals of code theory, reworking and extending his theoretical corpus with the development of ideas around pedagogic discourse and identity. The past decade has witnessed a revival of interest in Bernstein's theoretical ideas across fields as diverse as policy studies, sociology of education, curriculum and pedagogy studies, anthropology, linguistics, and social and cultural psychology. This book contributes to the revival of Bernstein's work by examining specifically some women's contribution to this theoretical corpus. The contributions traverse a number of disciplines, building a rich tapestry of concepts to think about education systems and the formation of social minds. Significantly the book tackles the complex matter of how to empirically work with Bernstein's ideas, and so contribute to debates about the nexus between theory and methods. The chapters in this book were originally published as articles in Taylor & Francis journals or previously published in Taylor & Francis books.
Basil Bernstein, Code Theory, and Education
Author: Taylor & Francis Group
Publisher: Routledge
ISBN: 9781032088013
Category :
Languages : en
Pages : 128
Book Description
Over a career spanning forty years, Basil Bernstein produced theoretical models about the workings of educational systems, and how these systems produce social relations of inequality. He was considered by many to be a radical scholar whose work generated enormous controversies. One such controversy was around code theory, specifically restricted and elaborated codes which came to signify--for some scholars--the deficit views of those living in poverty. Bernstein weathered the intensity of the debates around these ideas, spending much of his career vehemently challenging deficit portrayals of code theory, reworking and extending his theoretical corpus with the development of ideas around pedagogic discourse and identity. The past decade has witnessed a revival of interest in Bernstein's theoretical ideas across fields as diverse as policy studies, sociology of education, curriculum and pedagogy studies, anthropology, linguistics, and social and cultural psychology. This book contributes to the revival of Bernstein's work by examining specifically some women's contribution to this theoretical corpus. The contributions traverse a number of disciplines, building a rich tapestry of concepts to think about education systems and the formation of social minds. Significantly the book tackles the complex matter of how to empirically work with Bernstein's ideas, and so contribute to debates about the nexus between theory and methods. The chapters in this book were originally published as articles in Taylor & Francis journals or previously published in Taylor & Francis books.
Publisher: Routledge
ISBN: 9781032088013
Category :
Languages : en
Pages : 128
Book Description
Over a career spanning forty years, Basil Bernstein produced theoretical models about the workings of educational systems, and how these systems produce social relations of inequality. He was considered by many to be a radical scholar whose work generated enormous controversies. One such controversy was around code theory, specifically restricted and elaborated codes which came to signify--for some scholars--the deficit views of those living in poverty. Bernstein weathered the intensity of the debates around these ideas, spending much of his career vehemently challenging deficit portrayals of code theory, reworking and extending his theoretical corpus with the development of ideas around pedagogic discourse and identity. The past decade has witnessed a revival of interest in Bernstein's theoretical ideas across fields as diverse as policy studies, sociology of education, curriculum and pedagogy studies, anthropology, linguistics, and social and cultural psychology. This book contributes to the revival of Bernstein's work by examining specifically some women's contribution to this theoretical corpus. The contributions traverse a number of disciplines, building a rich tapestry of concepts to think about education systems and the formation of social minds. Significantly the book tackles the complex matter of how to empirically work with Bernstein's ideas, and so contribute to debates about the nexus between theory and methods. The chapters in this book were originally published as articles in Taylor & Francis journals or previously published in Taylor & Francis books.
Pedagogy, Symbolic Control, and Identity
Author: Basil Bernstein
Publisher: Rowman & Littlefield Publishers
ISBN: 1461636205
Category : Education
Languages : en
Pages : 257
Book Description
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. This new edition of Bernstein's classic book is updated with three new chapters: on discourse, on official knowledge and identities, and a wide ranging interview with Joseph Solomon. The new edition, published as Volume Five in his Class, Codes, and Control Series, builds on the continuing tradition of Bernstein's highly influential work on class, education, language, and society.
Publisher: Rowman & Littlefield Publishers
ISBN: 1461636205
Category : Education
Languages : en
Pages : 257
Book Description
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. This new edition of Bernstein's classic book is updated with three new chapters: on discourse, on official knowledge and identities, and a wide ranging interview with Joseph Solomon. The new edition, published as Volume Five in his Class, Codes, and Control Series, builds on the continuing tradition of Bernstein's highly influential work on class, education, language, and society.
Basil Bernstein
Author: Rob Moore
Publisher: Routledge
ISBN: 1136734864
Category : Education
Languages : en
Pages : 226
Book Description
Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of the sociology of education and Sociology in Britain. Although Bernstein had a particular interest in education, he did not see himself as a sociologist of education alone. By exploring Bernstein’s intellectually collaborative character and the evolving system of ideas, drawing upon anthropology and linguistics, the originality of Bernstein’s contribution to the social sciences can be truly identified. Rob Moore’s text offers a provocative and challenging account both of Bernstein, and of British sociology and education, approaching Bernstein’s work as a complex model of intertwining ideas rather than a single theory. Continued interest in Bernstein’s work has opened up a world-wide network of scholarship, and Moore considers contemporary research alongside classical sources in Durkheim and Marx, to provide a historical analysis of the fields of British Sociology and the sociology of education, pinpointing Bernstein’s position within them. The book is organised into two main parts: The Field Background and Beginnings Durkheim, Cosmology and Education The Problematic The Structure of Pedagogic Discourse Bernstein and Theory Bernstein and research The Pedagogic Device Written by a leading authority in the field, this text will be valuable reading for post-graduate students of sociology and education, along with active researchers and their research students.
Publisher: Routledge
ISBN: 1136734864
Category : Education
Languages : en
Pages : 226
Book Description
Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of the sociology of education and Sociology in Britain. Although Bernstein had a particular interest in education, he did not see himself as a sociologist of education alone. By exploring Bernstein’s intellectually collaborative character and the evolving system of ideas, drawing upon anthropology and linguistics, the originality of Bernstein’s contribution to the social sciences can be truly identified. Rob Moore’s text offers a provocative and challenging account both of Bernstein, and of British sociology and education, approaching Bernstein’s work as a complex model of intertwining ideas rather than a single theory. Continued interest in Bernstein’s work has opened up a world-wide network of scholarship, and Moore considers contemporary research alongside classical sources in Durkheim and Marx, to provide a historical analysis of the fields of British Sociology and the sociology of education, pinpointing Bernstein’s position within them. The book is organised into two main parts: The Field Background and Beginnings Durkheim, Cosmology and Education The Problematic The Structure of Pedagogic Discourse Bernstein and Theory Bernstein and research The Pedagogic Device Written by a leading authority in the field, this text will be valuable reading for post-graduate students of sociology and education, along with active researchers and their research students.
Selection and Control: Teachers' Ratings of Children in the Infant School
Author: Walter Brandis
Publisher: London ; Boston : Routledge and Kegan Paul
ISBN:
Category : Education
Languages : en
Pages : 186
Book Description
Publisher: London ; Boston : Routledge and Kegan Paul
ISBN:
Category : Education
Languages : en
Pages : 186
Book Description
New Learning
Author: Mary Kalantzis
Publisher: Cambridge University Press
ISBN: 1107644283
Category : Education
Languages : en
Pages : 369
Book Description
Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.
Publisher: Cambridge University Press
ISBN: 1107644283
Category : Education
Languages : en
Pages : 369
Book Description
Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.
Basil Bernstein, Code Theory, and Education
Author: Parlo Singh
Publisher: Routledge
ISBN: 1351033441
Category : Education
Languages : en
Pages : 203
Book Description
Over a career spanning forty years, Basil Bernstein produced theoretical models about the workings of educational systems, and how these systems produce social relations of inequality. He was considered by many to be a radical scholar whose work generated enormous controversies. One such controversy was around code theory, specifically restricted and elaborated codes which came to signify—for some scholars—the deficit views of those living in poverty. Bernstein weathered the intensity of the debates around these ideas, spending much of his career vehemently challenging deficit portrayals of code theory, reworking and extending his theoretical corpus with the development of ideas around pedagogic discourse and identity. The past decade has witnessed a revival of interest in Bernstein’s theoretical ideas across fields as diverse as policy studies, sociology of education, curriculum and pedagogy studies, anthropology, linguistics, and social and cultural psychology. This book contributes to the revival of Bernstein’s work by examining specifically some women’s contribution to this theoretical corpus. The contributions traverse a number of disciplines, building a rich tapestry of concepts to think about education systems and the formation of social minds. Significantly the book tackles the complex matter of how to empirically work with Bernstein’s ideas, and so contribute to debates about the nexus between theory and methods. The chapters in this book were originally published as articles in Taylor & Francis journals or previously published in Taylor & Francis books.
Publisher: Routledge
ISBN: 1351033441
Category : Education
Languages : en
Pages : 203
Book Description
Over a career spanning forty years, Basil Bernstein produced theoretical models about the workings of educational systems, and how these systems produce social relations of inequality. He was considered by many to be a radical scholar whose work generated enormous controversies. One such controversy was around code theory, specifically restricted and elaborated codes which came to signify—for some scholars—the deficit views of those living in poverty. Bernstein weathered the intensity of the debates around these ideas, spending much of his career vehemently challenging deficit portrayals of code theory, reworking and extending his theoretical corpus with the development of ideas around pedagogic discourse and identity. The past decade has witnessed a revival of interest in Bernstein’s theoretical ideas across fields as diverse as policy studies, sociology of education, curriculum and pedagogy studies, anthropology, linguistics, and social and cultural psychology. This book contributes to the revival of Bernstein’s work by examining specifically some women’s contribution to this theoretical corpus. The contributions traverse a number of disciplines, building a rich tapestry of concepts to think about education systems and the formation of social minds. Significantly the book tackles the complex matter of how to empirically work with Bernstein’s ideas, and so contribute to debates about the nexus between theory and methods. The chapters in this book were originally published as articles in Taylor & Francis journals or previously published in Taylor & Francis books.
Class, Codes and Control
Author:
Publisher:
ISBN: 9780748403721
Category : Educational sociology
Languages : en
Pages : 0
Book Description
Publisher:
ISBN: 9780748403721
Category : Educational sociology
Languages : en
Pages : 0
Book Description
Knowledge, Power and Educational Reform
Author: Rob Moore
Publisher: Routledge
ISBN: 1134181825
Category : Education
Languages : en
Pages : 282
Book Description
This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.
Publisher: Routledge
ISBN: 1134181825
Category : Education
Languages : en
Pages : 282
Book Description
This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.
The Structuring of Pedagogic Discourse
Author: Basil Bernstein
Publisher: Routledge
ISBN: 1134413467
Category : Reference
Languages : en
Pages : 234
Book Description
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.
Publisher: Routledge
ISBN: 1134413467
Category : Reference
Languages : en
Pages : 234
Book Description
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.
Knowledge and Pedagogy
Author: Alan R. Sadovnik
Publisher: Praeger
ISBN: 1567501117
Category : Education
Languages : en
Pages : 0
Book Description
Thematically organized around the major concerns of Basil Bernstein's work as a sociologist, this book includes chapters from some of the leading sociologists and educational scholars. Each section attempts to provide a critical evaluation of Bernstein's work, framed within four interrelated contexts: his sociological theory, sociology of language and code theory, sociology of education and social reproduction, and the influence of his sociology on educational research. In a separate section, Bernstein himself responds to the earlier chapters. The book examines Bernstein's sociology of schools in relation to his general sociological theory and in doing so demonstrates that sociology is an essential lens for understanding the structure and processes of schooling. It also provides a critical evaluation of the strengths and weaknesses of Bernstein's work, as well as a correction to current work in education, which eschews theory in favor of practicality.
Publisher: Praeger
ISBN: 1567501117
Category : Education
Languages : en
Pages : 0
Book Description
Thematically organized around the major concerns of Basil Bernstein's work as a sociologist, this book includes chapters from some of the leading sociologists and educational scholars. Each section attempts to provide a critical evaluation of Bernstein's work, framed within four interrelated contexts: his sociological theory, sociology of language and code theory, sociology of education and social reproduction, and the influence of his sociology on educational research. In a separate section, Bernstein himself responds to the earlier chapters. The book examines Bernstein's sociology of schools in relation to his general sociological theory and in doing so demonstrates that sociology is an essential lens for understanding the structure and processes of schooling. It also provides a critical evaluation of the strengths and weaknesses of Bernstein's work, as well as a correction to current work in education, which eschews theory in favor of practicality.