Class, Codes, and Control - Vol. 3

Class, Codes, and Control - Vol. 3

Class, Codes, and Control - Vol. 3

Class, Codes, and Control - Vol. 3

Synopsis

Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume each develop from the previous one and demonstrate the evolution of the concepts discussed.

Excerpt

In a way, the series of papers in this volume follow an approach similar to the papers in Volume 1. Each one develops from the last, and there is, I hope, an evolution of the concepts. Whereas the sociolinguistic thesis represented an attempt to clarify the basic concept of 'code', the papers here represent a search for the basic concepts themselves. In the sociolinguistic thesis, I started with the crucial concepts; in the papers on transmission, I had to find them. From another point of view, the sociolinguistic thesis focuses upon the reproduction of class relationships as these shape the structure of communication, and its social basis in the family, whereas these essays represent an attempt to sketch the effect of class relationships upon the institutionalizing of elaborated codes in the school. Much of the criticism of the sociolinguistic thesis fails to take into account the essays in this book. Yet it is the case that the series started at the same time as the major SRU research, in 1964. Whereas the sociolinguistic thesis played little or no part in any of my formal teaching at the Institute of Education, the papers in this volume were all given as lectures to students reading for the sociology of education papers in the then Academic Diploma in Education. I am clearly very grateful to the Diploma students who were at the Institute between 1963 and 1970, for their criticism was not only academic, but informed by the everyday practice of teaching, often under impossible conditions. I owe much to these students.

I wanted to set the analysis of the school against a broader canvas of changes in forms of social control. Yet I did not want to lose sight in the analysis of the grim consequences of class relationships. There are two strands in the paper-one explicit and the other

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