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.
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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|Item Type:||Journal Article|
|Keywords:||Basil Bernstein, sociology of education, curricular justice|
|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 00:00|
|Last Modified:||09 Jun 2010 12:29|
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