1 / 17

Introduction to Basil Bernstein

Introduction to Basil Bernstein. Ian Robertson August 2008. Who is Basil Bernstein?. British sociologist University of London 1924 – 2000 1971 New sociology of education. At the Beginning …. Concern ‘educational failure’ amongst working class Sociolinguistic research (1950s/1960s)

fenella
Download Presentation

Introduction to Basil Bernstein

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Introduction to Basil Bernstein Ian Robertson August 2008

  2. Who is Basil Bernstein? • British sociologist • University of London • 1924 – 2000 • 1971 • New sociology of education

  3. At the Beginning … • Concern • ‘educational failure’ amongst working class • Sociolinguistic research (1950s/1960s) • Public and formal language • Elaborated and restricted speech codes

  4. Development of a Theory • Pedagogic codes (1970s) • Classification and framing • Pedagogic identity (1970s) • Retrospective identity, prospective identity • Decentered market, decentered therapeutic • Pedagogic device (1980s) • Horizontal and vertical discourse (1990s) • Totally pedagogised society (1990s)

  5. Policy, policy reform and education Pedagogy and social diversity Curriculum reform in specific subject areas Pedagogic practice in specific contexts Technology and education Applications

  6. Power relations Relates to strength of Borders Insulation Control Relates to Locus of control Selection Sequence Pacing Evaluation (assessment) Classification & Framing

  7. ESSA: Framing of Evaluation

  8. Recognition & Realisation Rules • Recognition • Able to understand meaning in an appropriate way • Passive Realisation • Able to answer questions in an appropriate way • Active Realisation • Able to make knowledge public in an appropriate way

  9. Figure 1: Source Morais and Neves (2001, p.198)

  10. Pedagogic Device • Distribution Rules • Recontextualisation Rules • Official recontextualising field • Pedagogic recontextualising field • Evaluation Rules

  11. Pedagogic Device • Enables legitimate pedagogic discourse • Three rules • Distribution rule • Recontextualisation rule • Evaluation rule • Recontextualising fields • Official recontextualising filed (ORF) • Pedagogic recontextualising field (PRF)

  12. Examples • Power relations • Tensions • Change • Schooling in South Africa • School policy in the USA • Teacher training • E-learning

  13. Official Influences Organisational Policy & Support Regional/Local Policies & Issues Teacher Influences D i s p o s i t i o n National/State Policy Pedagogic Pool External Agencies Preferred Teaching Principles Variable Use Application Integration Specific Instructional Practice Feedback Vocational Discipline Norms Curriculum Endorsed Software

  14. Conclusion • Establishes a dynamic between theory, empirical research and practice, and fosters an openness and transparency in presentation of the analysis of data that facilitates both induction into the practices of analysis and critical engagement with processes and products of research. It also accommodates a wide range of forms of research and allows for the integration of diverse methods, forms of data and modes of analysis, including the integration of qualitative and quantitative research. (Brown, 2006, p.144)

  15. References Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Rev. ed.). Lanham, Maryland: Rowman & Littlefield. Brown, A. (2006). Languages of description and the education of researchers. In R. Moore, M. Arnot, J. Beck & H. Daniels (Eds.), Knowledge, power and educational reform. Applying the sociology of Basil Bernstein (pp. 129-145). London: Routledge. Ensor, P. (2004, 15-18 July). Legitimating school knowledge: The pedagogic device and the remaking of the South African school-leaving certificate 1994-2004. Paper presented at the Third International Basil Bernstein Symposium, Cambridge. Morais, A., & Neves, I. (2001). Pedagogic social contexts: Studies for a sociology of learning. In A. Morais, I. Neves, B. Davies & H. Daniels (Eds.), Towards a sociology of pedagogy. The contribution of Basil Bernstein to research (pp. 185-221). New York: Peter Lang. Robertson, I. (2006). Teachers integrating online technology in TAFE. Unpublished Doctor of Education, Monash University, Melbourne. Sadovnic, A. R. (2004, 15-18 July). Towards a sociology of educational change: An application of Bernstein to the U.S. No Child Left Behind. Paper presented at the Third International Basil Bernstein Symposium, Cambridge.

More Related