Pedagogy, Symbolic Control, and Identity

By B. Bernstein. 2000

4,383 citations recorded by the source corpus.

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.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/90e56eb76a6d39ae83a5ef205d03f27837498c0d

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Citations in the corpus

Discursive Positioning and Emotion in School Mathematics Practices (2006, methodology): “We now use these empirically derived positions to construct a theoretical characterisation of the form of practice, using Bernstein (2000).”
A socio‐cultural theorisation of formative assessment (2008, positive): “Like Daniels (2004), we have used Bernstein’s (1996) concepts of framing and classification as a language to discuss the rules and division of labour within the activity system.”
The body made flesh: embodied learning and the corporeal device (2009, neutral): “There are, however, a number of shortcomings to this perspective in which the body is seen essentially as ‘a carrier, a relay for ideological messages and for external power relations, or in contrast, as an apparently neutral carrier or relay of skills of various kinds’ (Bernstein 1996, 39).”
Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language (2006, background): “Thus, what Bernstein (1990, 1996) called regulative discourse was interwoven in the instructional discourse, as Anne was attempting to handle the children’s behavior by encouraging them to stay focused and be respectful of their classmates.”
Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures (2001, positive): “Lourenco (1998), using Bernstein’s pedagogical discourse model (Bernstein 1990 and 1996), compared the sociological message underlying the pedagogical discourse in distinct science textbooks in Portugal and considered the extent to which this discourse represented a recontextualisation of the offici”
What does Social Semiotics have to Offer Mathematics Education Research? (2006, methodology): “(2002b) for an example of use of Bernstein's social theory (Bernstein, 1996) to characterise the multiple discourses of the context of culture within with teachers read and assessed GCSE coursework texts of the type produced by Steven and Clive.”
Language policies and practices in wholly owned foreign subsidiaries: A recontextualization perspective (2012, neutral): “This perspective is rooted in landmark studies of semiotics (Barthes, 1970; Kristeva, 1980; Saussure, 1916) and discourse analysis (Bernstein, 1996; Fairclough, 2003) and has thereafter been used in various ways in management studies (Brannen, 2004; Thomas, 2003).”
Action-based Teaching, Autonomy and Identity (2007, background): “It is particularly interesting to look at the role of planning ahead (of a project, a show, a performance, etc.) in the development of academic (and personal) voice and message (Bernstein, 2000).”