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1.
This paper makes use of one of the last concepts developed by Basil Bernstein (the Totally Pedagogised Society, TPS) to understand some of the forces and contradictions underlying today's teachers' work in Spain. In his last written work, Bernstein (2001) pointed out some arguments to illustrate the emergence of a TPS. Always interested in uncovering the sociological basis of pedagogy, Bernstein refers to the TPS as a society that introduces pedagogy in all possible spheres of life. Somewhat paradoxically, the shorttermism and the constant change in the knowledge base of society, where careers are replaced by jobs, require the emergence of the TPS. The TPS appears as a crucial regulator and legitimation strategy to translate uncertainty, risk and precariousness into a socialisation characterised by endless learning. 'Trainability' is referred as the key concept through which the TPS emerges. That is 'the ability to profit from continuous pedagogic re-formations and so cope with the new requirements of work and life'. The concept of trainability colonises educational policies and practices, and has a strong power in defining students' and teachers' work and identity. Flexible and global capitalism--the social base that regulates the pedagogic discourse--requires a specific type of pedagogic expression that erodes commitment, certainty and that is therefore socially empty. Interestingly, as Bernstein argues, the weak state of the global economy requires a strong state in the pedagogic field. The TPS is state driven and state funded. The state uses different type of strategies to make and distribute new forms of pedagogic 'knowledge' through owned or controlled agencies. Cadres of pedagogues become significant agents in the symbolic control field and produce and distribute new discourses and its ways of legitimation. That is, the official field 'captures'--through practices of co-option--key agents from the pedagogic field to construct and maintain the TPS. This paper develops two aspects related with the construction of the TPS as it is being developed in Spain. Firstly, it shows the state practices in the process of designing, planning and implementing the latest Curriculum reform (ERA, 1990) to understand the relationship between the official and the pedagogic fields and to illustrate the redefinition of teaching in this reform. Secondly, using data from two research projects, it shows some of the consequences that the TPS is having on teachers' work and identities. The capturing of teachers within the TPS has a number of implications on teachers' representations of their role in the new educational mandate, their understanding of curriculum, pedagogy and assessment and their professional identities. These movements, it is argued, have significant consequences on the relationship between teachers' practices and ideology and the reproduction and legitimation of educational inequalities. 相似文献
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Dina Zoe Belluigi 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):209-221
This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(s) and ways of being; and the more recent educational development discourses. The significance of these tensions for the discursive positioning of staff and students is discussed, with suggestions made for possible ways to negotiate these problematics more purposefully 相似文献
3.
Arathi Sriprakash Helen Proctor Betty Hu 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):426-441
This article explores parents’ use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated with private tutoring and schooling in contemporary contexts of educational competition. We show how some parents are openly seeking more explicit, visible forms of instruction through using private tutoring, to compensate for the perceived ‘invisible’, pedagogically progressive approach of Australian primary schooling. We argue that these parents’ enlistment of supplementary tutoring is a considered approach to their identification of a mismatch between (apparently) relaxed, child-centred classroom practices, and the demands of the more traditional examinations that regulate entry points to desired educational sites such as academically selective high schools and prestigious universities. Our findings show how paid tutoring is a contemporary pedagogic strategy for securing educational advantage, not just a ‘cultural’ practice prevalent among certain migrant communities, as it is often characterised. We suggest that an analytic focus on pedagogy can help connect issues of class, culture and competition in research on home–school relationships, offering a productive way for the field to respond to the tensions these issues engender. 相似文献
4.
This article explores Bolivian schoolteachers’ attitudes and practices surrounding gender in the context of a national educational reform law that mandated gender equity. Teacher interviews and primary school classroom observations indicate teachers’ discourses and practices reflect a sometimes paradoxical blend of advocacy for gender equality and reinforcement of existing traditions of patriarchy. Specifically, long-standing cultural assumptions that essentialise women's maternalism were common within schools and supported by both teachers’ attitudes and classroom practices. While this served to reinscribe gender inequality and women's subordination, teachers’ discourses also drew upon ideals of maternalism as a basis of women's strength and empowerment in opposition to sexism. In this article, we explore the tensions that arise as teachers negotiate their own staunch support for girls’ rights alongside their assumptions about gender differentiation. 相似文献
5.
This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific realizations in both the instructional and regulative contexts. It provided indicators of the family discursive context and the form in which knowledges and values are transmitted. The model developed allowed a deep and delicate analysis of the family socializing context. The study showed that families differ in their coding orientation and pedagogic practices, and suggested that there are factors other than social groups to determine family's pedagogic practice. It also suggested that specific familial practices may explain children's differential achievement at school. 相似文献
6.
Social justice discourses, particularly those attentive to the politics of difference, suggest that the perspectives of least-advantaged groups need to be taken into account when endeavouring to realise social justice in education for these groups. In this paper, we analyse narratives on schooling produced by one cohort of least-advantaged students, namely, Samoan students attending state-designated disadvantaged secondary schools in Queensland, Australia. Specifically, the narratives of educational disadvantage provided by Samoan students are analysed. The focus is on 'the what' (the knowledge to be transmitted) and 'the how' (the teacher–student relations) of pedagogy in state-designated disadvantaged schools. Attention is paid to the contradictory and ambivalent discourses inherent in these narratives, particularly in terms of realising socially just pedagogic practices and outcomes. 相似文献
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DENNIS ATKINSON 《The International Journal of Art & Design Education》1995,14(3):259-270
The development of enquiry into language this century has implications for pedagogy. This development concerns the transition from viewing language as a transparent medium, identifying an external objective reality, to a view in which language constitutes reality as we understand it. The paper begins by outlining some contemporary theoretical developments concerning the ‘productive’ or material nature of discourse. The paper shows how particular curriculum practices in art can be viewed as discursive sites which perpetuate particular discourses in which the pupil as art practitioner is produced. By focusing upon drawing practices the paper shows that the notion of ‘ability’ does not refer to some absolute skill possessed by pupils, but to particular ideological interpretations through which ability is conferred. However, such interpretations do provide us with stable forms which allow us to act as if they were absolute. Such interpretational states reveal the circular structure of interpretational practices such as evaluation and assessment. The paper shows how the reflexive nature of hermeneutic analysis can be helpful in providing a suitable space for reflection when such interpretational states break down during the practice of teaching art. By analysing a series of pupil's drawings the paper discusses how our interpretational discourses identify the pupil's ability and constitute the pupil as a subject in the ait curriculum. The paper forms part of a larger body of work in which the author is exploring how different practices in the art curriculum constitute discursive fields within which pupils as subjects are produced. 相似文献
9.
Alex Moore 《International Studies in Sociology of Education》2013,23(3):195-212
With reference to Bernstein's theories concerning the pulls and tensions of competing pedagogic identities, this article draws on original research to suggest that a culture of pragmatism may be currently rooting itself in English schools. This culture is understood partly as an instrumental response to rapid and extensive educational reform, and partly as the internalization of a wider discourse of pragmatism in which pragmatism itself is conceived of as a virtue and takes on ideological significance. In addition to identifying a problematic relationship between the instrumental-pragmatic responses of head teachers and those of classroom teachers, the article considers the potential of 'ideological pragmatism' to act as a hidden context within which instrumental pragmatism may lead to the lasting demotion of teachers' and head teachers' core pedagogic values. 相似文献
10.
Rainbow Tsai-Hung Chen 《Teaching in Higher Education》2013,18(1):26-37
Many East-Asian countries are actively positioning themselves as receiving countries of international students. Consequently, the number of international students in these countries is steadily growing. Given the differences between Eastern and Western conceptions of teaching and learning, it could be expected that Western learners studying in the region may encounter educational practices that are foreign to them. This study sought to understand contemporary East-Asian teaching practices as experienced by Western students. Specifically, it explored Anglo and Hispanic students' perceptions of the pedagogic approaches they encountered at a Taiwanese university. In-depth interviews were conducted with 22 degree-seeking students in different fields of study. The findings indicate that despite the government's continuous initiatives to foster less traditional pedagogic approaches, a transmission model of instruction still looms large in Taiwan's higher education context. It was also found that the students in this study were ill-adapted to this form of teaching practice. 相似文献
11.
An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea 
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下载免费PDF全文 This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values. 相似文献
12.
Transformations in local secondary schools markets in the UK have not simply been accomplished at a structural and policy level: social changes are crosscut by fiction and fantasy that resonate with and implicate subjects at the level of the personal. Drawing on a study of children's transitions to secondary school, we analyse the emotional processes through which particular schools come to be 'demonized' in the minds of Year 6 children, consider the impact such damaging discourses have on children who were to go to those schools, and explore connections between social and psychic realities in the increasing polarization of secondary schools. We examine the impact of discourses of race and racism on the psychic construction of 'good' and 'bad' schools and explore how this connected with family practices of secondary school choice and current constructions of UK local educational markets. 相似文献
13.
《British Educational Research Journal》2006,32(2):291-305
Defining and therefore evaluating the effectiveness of school sex education is problematic because of its location at the site of struggle between competing discourses. Those discourses—summarised here as ‘moralistic’, ‘harm reductionist’ and ‘empowering’—each emphasise a different conceptualisation of sex education's intended outcomes. The challenges that these discursive tensions present for research are examined by drawing on a study investigating the effectiveness of involving young mothers in school sex education. Through a discussion of some of the study's findings, the value of adopting a multi‐method approach as a way of managing different understandings of effectiveness is explored. The article concludes that research in the area of sex education needs to make use of complex study designs, which take into consideration these contested understandings regarding its purpose. 相似文献
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James Edward Carroll 《课程研究杂志》2019,51(1):100-120
In England, two concurrent but largely disconnected discourses have emerged whose representatives have promulgated initiatives relevant to students’ extended historical writing: genre theorists and the history teachers’ ‘extended writing movement’. Despite certain goals held in common, the two discourses have tended to talk past one another resulting in wastage, incoordination and replication in resourcing. One reason for these divergent discourses is that inter-discursive communication is difficult owing to epistemic differences regarding what the curricular goals regarding students’ extended historical writing should be. Using Bernstein’s model for the production of pedagogic knowledge as an interpretative framework, first I explain these discourses’ differing curricular conceptions by characterizing it as a tension between contrasting emphases on ‘recontextualization’ and ‘reproduction’ of academic knowledge. Second, as a representative of the extended writing movement, I offer a theoretical critique of genre theorists’ greater concentration on the field of reproduction. Third, I situate these developments in England in an international context by briefly comparing them to trends in the United States. Finally, I argue that these epistemic tensions regarding curricular goals matter and need to be resolved. Otherwise, the recommendations of the representatives of both discourses are destined to appeal to only limited audiences. 相似文献
16.
Charlene Tan 《British Journal of Educational Studies》2019,67(2):235-250
This article analyses an assessment initiative known as the Basic Competency Assessment (BCA) in Hong Kong using Bernstein’s performance and competence models of pedagogic practice. On the one hand, BCA is aligned with a competence model through its official projection as a low-stakes, student-focussed and formative assessment. However, an examination of the public perception of and context for BCA reveals its high-stakes, disciplines-centred and summative nature; it is argued that BCA reflects a performance model with strong classification, strong framing and visible pedagogies. The example of Hong Kong illustrates the usefulness of Bernstein’s theory and extends the existing research on the interactions between local culture and pedagogic practices. 相似文献
17.
The research reported in this article is focused on the regulative context of the classroom and attempts to analyse the differential text production by students with different backgrounds (social class, race) and submitted to three different pedagogic practices. These practices, differing in power and control relations, required from the students specific socio‐ affective dispositions. The study explores the extent to which children possessed the specific coding orientation at the level of a given regulative pedagogic practice and also the underlying reasons. Bernstein's conceptual instruments of pedagogic code and also of recognition and realization rules were used to develop the analysis. 相似文献
18.
This is one of X commentaries on Wu’s ‘Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective’ (JCS, 43(5), 569-590). It highlights the paper’s demystification of Western pedagogic discourse and recovery of the meaning of Chinese traditional pedagogic discourse as a response to the long-lasting debates on the Chinese–Western/traditional–modern dichotomies seen in China’s modernization. However, the paper overlooks the complexity of Chinese pedagogic discourse: it over-emphasizes the formal or linguistic dimension of pedagogic discourse, and presumes the dichotomy of Chinese–Western discourses and the discontinuity of traditional–modern cultures. After elaborating the ends, substances, methods, and teacher roles found in Chinese pedagogic discourses, this study argues that contemporary pedagogic discourses are essentially inhabited in indigenous traditions, and actively entangled with Western discourse. The meaning of Confucian traditional pedagogy should not (and cannot) be ‘recovered’ from the past, but be ‘found’ in the present. 相似文献
19.
Ian Hardy 《Teaching Education》2013,24(2):163-174
In this paper, I present the findings of a self‐study into my teaching practices as a sociology‐of‐education lecturer working in the pre‐service teacher education programme of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterised several tutorial classes taught in 2007. To understand these practices, the paper draws upon Aristotle's concepts of techne and praxis, and Bourdieu's understanding of practices as socially constructed and contested. The paper situates tensions between more technicist and praxis‐oriented teaching approaches to pre‐service teacher education, within the teacher education and university contexts in which these classes were undertaken. In doing so, the paper reveals tensions between assessment‐driven and more authentic teaching practices, and more student‐ and teacher‐centred teaching practices. The paper also shows how accountability pressures within tertiary settings have led to a more instrumental approach to tertiary teaching. I conclude that there is a need for greater attention to the conditions of work which influence teacher educators' practices, rather than fetishising individualistic instantiations of such practices. 相似文献
20.
Robbie Johnston 《Asia-Pacific Journal of Teacher Education》2007,35(4):351-365
Research findings from a longitudinal, classroom‐based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre‐service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper. 相似文献