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Social Class and Pedagogic Practice Basil Bernstein Chapter 7 Pedagogic Practice Examine social class assumptions and consequences; Traditional vs. progressive relationship to the marketplace • Social form • Specific content Reproduction of class inequalities Acquirer and transmitter learn their roles and appropriate conduct • what and how of transmission i.e. rules of social order, character and manner Acquirer comes to understand what is legitimate relations and communication Teaching • moral activity an evaluation of the competence of the acquirer • tracking and pedagogical practice: visible external product invisible pedagogy process, procedures, competencies Visible Pedagogy Characteristics: • sequencing rules are explicit • Time limits; less exposure • pacing rules expected rate of acquisition • modification stratification and reduce content • Limits teacher student interaction ** distributes different forms of consciousness according to social class ** result alienated youth Invisible Pedagogy • presupposes movement in the classroom • encourages individual representations i.e. “make your mark”; foster “unique” representations • Multi-layered communication • Preparation/foundation for a long pedagogic life Result: class based communication strategies Considerations • **Two sites of acquisitions home silent space, language narrative (form and content) • **Working class children misread cultural/cognitive significance of communication in the classroom consciousness is differentially regulated Schools • Invisible social class assumptions • Selective re: those who acquire dominant codes especially socio-linguistic competencies • Working class facts, skills • Middle class processes, connections ** Reproduction of class inequalities