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dc.contributor.authorSingh, Parlo
dc.date.accessioned2017-10-19T00:49:42Z
dc.date.available2017-10-19T00:49:42Z
dc.date.issued2017
dc.identifier.issn0142-5692
dc.identifier.doi10.1080/01425692.2015.1081052
dc.identifier.urihttp://hdl.handle.net/10072/141355
dc.description.abstractResearchers interested in new modes of social control and regulation through pedagogic means have increasingly drawn on Bernstein’s theories of social control through pedagogic means and the emergence of a totally pedagogised society. This article explores this aspect of the Bernsteinian theoretical project by extrapolating and contrasting Foucault’s and Bernstein’s theories of power knowledge relations, pedagogic discourse and different types of knowledge structures. It elaborates on Bernstein’s theory of the complex division of labour within the field of symbolic control, consisting of agents from different class factions engaged in conflicts and struggles over the production and recontextualisation of different types of scientific knowledge. The article provides two case studies of empirical research to illustrate how Bernstein’s concepts can be used to theorise different modes of pedagogic governance. It demonstrates the possibilities of Bernstein’s later theoretical oeuvre to studies of social reproduction, interruption and change in and through pedagogic relations.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherCarfax Publishing
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto20
dc.relation.ispartofjournalBritish Journal of Sociology of Education
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1608
dc.titlePedagogic governance: theorising with/after Bernstein
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 23 Sep 2015, available online: http://www.tandfonline.com/doi/full/10.1080/01425692.2015.1081052
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo


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