The Sacred and the Profane in Recent Struggles to Promote Official Pedagogic Identities
Dados Bibliográficos
| ID | 11166345 |
|---|---|
| Autores | John Beck (0000-0002-8128-8194, autor correspondente) |
| Ano | 2002 |
| Volume | 23 |
| Fascículo | 4 |
| Páginas | 617-626 |
| Data de publicação | 2002-12-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | British Journal of Sociology of Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142569022000038468 |
| OpenAlex | W2043555400 |
| Idioma | EN |
| Citações recebidas | 28 |
| Referências citadas | 7 |
This paper begins by highlighting the concerns of a number of commentators about what they perceived as an unprecedented incursion of market-oriented instrumental values in higher education in the last quarter of the twentieth century. Bernstein's analysis of these issues is shown to draw upon Durkheimian concepts of the sacred and the profane. Similarities and differences between Durkheim's and Bernstein's definitions of these concepts are examined, and Bernstein's use of them in relation to the formation of pedagogic identities is a major focus of the paper. The second part of the paper examines two particular aspects of Bernstein's exploration of the consequences of growing marketization and managerialization for identity change in education: the displacement of 'singulars' by 'regions', and the introduction of 'generic' pedagogic modes. In both cases, although perhaps to differing degrees, the sacred is displaced and, under certain conditions, the profane 'outer' is in danger of becoming the subjective 'inner'. Bernstein's discussion of generic modes is illustrated by reference to recent changes in teacher training in England and Wales
Aesthetics · Epistemology · Focus (optics · Identity (music · Marketization · Political science · Quarter (Canadian coin · Relation (database · Sociology · Educational Theory and Curriculum Studies · Gender Studies · Global Educational Policies and Reforms · History · Law · Philosophy · Second Language Learning and Teaching
Rethinking academic identities in neo-liberal times
Aristoscientists, academic proletariat and reassembling the mega-machine
Recontextualising professional knowledge
Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum
Knowledge, Power and Educational Reform
Analysing meritocratic (in)equality in Singapore
Quality assurance in Greek Higher Education and the imperative to use English
Desacralising teachers
Two decades of curricular reforms in the Spanish university
Aristoscientists, academic proletariat and reassembling the mega-machine
Regulating the unthinkable
Culturally responsive pedagogy
No Child Left Behind and the assault on teachers' professional practices and identities
A Mastery of Messiness”
Elite rationalities and curricular form
Norms and Survival in the Heat of War
Economics imperialism’, education policy and educational theory
Unbecoming teachers
Globalization, the strong state and education policy
Pedagogy in practice
Teaching like an artist
Work and leisure in higher education
Is interdisciplinarity old news? A disciplined consideration of interdisciplinarity
The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education
The assault on the professions and the restructuring of academic and professional identities
Creativity, Knowledge and Curriculum in Further Education
Representations of a high-quality system of undergraduate education in English higher education policy documents
Critical thinking and the anti-liberal state
| Obras citantes distintas | 28 |
|---|---|
| Citações por ano | 1,22 |
| Intervalo de citações | 2003 - 2025 (23) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 28 |