Class, Codes, and Control - Vol. 4

Class, Codes, and Control - Vol. 4

Class, Codes, and Control - Vol. 4

Class, Codes, and Control - Vol. 4

Synopsis

This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse. It draws together and re-examines the findings of the author's earlier work.

Excerpt

Contents Part I of this volume deals essentially with the concept of code and the modalities of pedagogic transmission and acquisition. The first chapter is entirely concerned with the integration, synthesis, and development of past attempts to formalize the concept of code. Chapter 2 is a revision and extension of chapter 6 in Class, Codes and Control, vol. 3 (1975). The original model of a visible pedagogy set out in that chapter is now shown to have, among its modalities, a relatively self-regulating autonomous mode (at least, until recently in the UK) and a market-oriented mode. The internal ordering rules of modalities are given, together with those of an opposing modality, an invisible pedagogy. The latter is shown to have both liberal and radical forms. All pedagogic modalities are generated by the same set of internal rules, whose realizations vary according to their classification and framing values. It is not appropriate to see these modalities as simple dichotomies. They are held to be opposing modalities, translations of power relations, ideologies, and interests of different class fractions.

The third chapter is essentially an overview of the theory of elaborated and restricted codes and of its research which concentrates on the more sociolinguistic features of the theory, discusses criticisms made by sociolinguists, and treats Labov's criticisms in some detail. I was not sure where to place this chapter, as thematically it belongs to Part I but it does make reference to some concepts which appear only in Part II.

Chapter 1 is placed first because subsequent chapters are based in part upon ideas outlined in the initial chapter. However, this chapter is a highly formal account of the thesis: some readers may well find it an advantage to reverse the order of chapters in Part I and commence with the general overview and criticisms of the thesis presented in chapter 3.

Whereas Part I is concerned with elaborated codes and pedagogic modalities and is concerned to make explicit their underlying

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