Social Class and Pedagogic Practice Basil Bernstein Chapter 7

1. Social Class and Pedagogic PracticeBasil BernsteinChapter 7

2. Pedagogic Practice Examine social class assumptions and consequences; Traditional vs. progressive  relationship to the marketplace • Social form • Specific content

3. Reproduction of class inequalities Acquirer and transmitter learn their roles and appropriate conduct • what and how of transmission i.e. rules of social order, character and manner Acquirer comes to understand what is legitimate relations and communication

4. Teaching • moral activity  an evaluation of the competence of the acquirer • tracking and pedagogical practice: visible  external product invisible pedagogy  process, procedures, competencies

5. Visible Pedagogy Characteristics: • sequencing rules are explicit • Time limits; less exposure • pacing rules  expected rate of acquisition • modification  stratification and reduce content • Limits teacher  student interaction ** distributes different forms of consciousness according to social class ** result  alienated youth

6. Invisible Pedagogy • presupposes movement in the classroom • encourages individual representations i.e. “make your mark”; foster “unique” representations • Multi-layered communication • Preparation/foundation for a long pedagogic life Result: class based communication strategies

7. Considerations • **Two sites of acquisitions home  silent space, language narrative (form and content) • **Working class children misread cultural/cognitive significance of communication in the classroom  consciousness is differentially regulated

8. Schools • Invisible social class assumptions • Selective re: those who acquire dominant codes especially socio-linguistic competencies • Working class  facts, skills • Middle class  processes, connections ** Reproduction of class inequalities