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Review Essay: Basil Bernstein (1996). Pedagogy, symbolic control and identity

Singh, Parlo (1997) Review Essay: Basil Bernstein (1996). Pedagogy, symbolic control and identity. British Journal of Sociology of Education, 18(1), pp. 119-124.

Abstract

This paper reviews Basil Bernstein’s (1996) book Pedagogy, symbolic control and identity, focussing specifically on the usefulness of Bernstein’s concepts for an analysis of curricular justice in schooling. The review details five concepts from Bernstein’s model and demonstrates the relevance of these to analyses of equity policies and curricular justice in Queensland schools. These five concepts include: (1) classification and framing; (2) instructional and regulative discourse; (3) recontextualisation; (4) micro-politics of curricular justice and (5) pedagogic models. The paper also links theory to empirical data demonstrating how the Bernsteinian theoretical corpus is illustrative of adaptive theory – simultaneously cumulative and evolving, macro and micro, deductive and inductive.

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ID Code: 2864
Item Type: Journal Article
Additional URLs:
Keywords: Basil Bernstein, sociology of education, curricular justice
ISSN: 1465-3346
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1997 Taylor & Francis
Copyright Statement: First published in British Journal of Sociology of Education 18(1):pp. 119-124.
Deposited On: 12 Dec 2005
Last Modified: 09 Jun 2010 22:29

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