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Pedagogy, Symbolic Control, and Identity, by Basil Bernstein
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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.
- Sales Rank: #1848443 in Books
- Published on: 2000-06
- Original language: English
- Number of items: 1
- Dimensions: 9.19" h x .59" w x 6.12" l, .88 pounds
- Binding: Paperback
- 256 pages
Review
Bernstein allows us to see social class as more than simply an economic category but as a sociolinguistic and cultural category as well. (Discourse & Society)
About the Author
Basil Bernstein was the Karl Mannheim Professor of the Sociology of Education, University of London until 1990 when he became Emeritus Professor of the Sociology of Education.
Most helpful customer reviews
0 of 7 people found the following review helpful.
stodgy. sorry
By Eileen DeSandre
i was hoping for a more essay-like format. better for serious statistical researchers. i found nothing revolutionary or pedagogically useful.
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