Towards a Theory of Educational Transmissions

By B. Bernstein. 2003

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PERSONALISED LEARNING: AMBIGUITIES IN THEORY AND PRACTICE (2007, background): “It has long been argued (Bernstein, 1971, 1973) that pedagogy, especially pedagogy dependent on spoken language, is skewed towards advantaging children from middle class family socialisation, though this has been contested by cultural relativists (e.g., Labov, 1970).”
Affective assemblages: body matters in the pedagogic practices of contemporary school classrooms (2012, background): “In examining some of the assumptions and the cultural context of a particular form of pre-school/infant school pedagogy, Bernstein (1975) drew a strong contrast between visible and invisible pedagogy.”
The study of talk between teachers and students, from the 1970s until the 2010s (2014, background): “Moreover, around that time researchers from varied disciplinary backgrounds used empirical studies to claim that the nature and quality of children’s involvement in spoken dialogue could have an important effect on their educational achievement and participation (Bernstein, 1975; Heath, 1983; Wells,”