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Basil Bernstein: Class, Codes and Control: The Structuring by Basil Bernstein PDF

By Basil Bernstein

This publication represents a part of an ongoing attempt to appreciate the foundations, practices, organizations and brokers which form and alter the social building of pedagogic discourse. It attracts jointly and re-examines the findings of the author's previous paintings

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Extra resources for Basil Bernstein: Class, Codes and Control: The Structuring of Pedagogic Discourse

Sample text

Yet it may be the case that for certain groups of pupils (those who have been rendered disabled) a transmission may be suspended, because of the activities either of students or of their teachers. Further, restricted orientations may replace elaborated orientations for particular social groups of pupils where a limited, narrow concept of vocational skill training is substituted as the modal transmission. Apart from these cases, education is predicated upon elaborated orientations, irrespective of the dominant principles of the social formation as these regulate the class structure and in particular the social division and social relations of production.

It should, however, provide a potential source of the arbitrary nature of the dominant classificatory principles and the power relations that speak through them. From this point of view it could provide the basis for anomie and so could speak either to a new imposition of order or change of power or to the tension of their relations. It may well be that for those dominating the power relations it would speak to anomie, whereas for those dominated it may well speak to change. The tension between order and change may be the distinguishing feature of the new agents of symbolic control (Bernstein, 1977d:ch.

The form of control is here described in terms of its framing. CODES, MODALITIES, AND REPRODUCTION 31 Kin g sto nU niv ers ity Changes or variations in the classificatory principle produce changes or variations in the ‘voices’ of categories; changes or variations in framing produce variations or changes in pedagogic practices, which in turn produce changes or variations in principles of communication, and so changes or variations in the communicative context. Variations or changes in framing produce variations or changes in the rules regulating what counts as legitimate communication/ discourse and its possible texts.

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