Re-reading and rehabilitating Basil Bernstein
Dados Bibliográficos
| ID | 11294184 |
|---|---|
| Autores | Brook Bolander (0000-0001-7377-0362, University of Basel, autor correspondente), Richard J Watts (University of Bern) |
| Ano | 2009 |
| Volume | 28 |
| Fascículo | 2-3 |
| Páginas | 143-173 |
| Data de publicação | 2009-01-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Multilingua (JOURNAL) |
| Identificadores do periódico | ISSN: 0167-8507 • E-ISSN: 1613-3684 |
| Editora | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/mult.2009.008 |
| OpenAlex | W2112022919 |
| Idioma | EN |
| Citações recebidas | 9 |
| Referências citadas | 6 |
This article constitutes a re-reading of and an attempt to rehabilitate Basil Bernstein, both of which are important in light of the interpretation of Bernstein as a proponent of the verbal deficit view, and the general discrediting of his work on social class differences in the British educational system, as related to what he later called ‘codes’, by scholars like Jensen (Social class and verbal learning, Holt, 1968) and Labov (The logic of non-standard English, Georgetown University Press, 1970), in particular. Exploring whether the international criticism of Bernstein was justified entails both an analysis of articles written by Jensen (Social class and verbal learning, Holt, 1968) and Labov (The logic of non-standard English, Georgetown University Press, 1970) and by Bernstein, notably ‘Language and social class’ and ‘A critique of the concept of compensatory education’, both published in the first volume of Class, codes and control (Bernstein, Class, codes and control, Volume 1. Theoretical studies towards a sociology of language, Schocken Books, 1971). The article argues for the importance of contextualising Bernstein's thoughts on language and society within the socio-political climate framing his scholarship and the development of his ideas as a whole. We show that much of the interpretation of Bernstein is, in fact, a misinterpretation, for which Bernstein was only partly at fault. By rehabilitating some of Bernstein's ideas, it is possible to argue for their relevance today, especially with reference to salient connections between socio-cultural background and performance at school. Furthermore, Labov and Bernstein may not have been so far apart in their thinking as has previously been assumed
Class analysis · Criticism · Epistemology · Framing (construction · Interpretation (philosophy · Linguistics · Political science · Politics · Scholarship · Sociology · Educational Theory and Curriculum Studies · History · Law · Multilingual Education and Policy · Philosophy · Second Language Learning and Teaching
An efficacy randomized controlled trial of Reciprocal Reading in secondary schools
How is regulative discourse recontextualized into instructional discourse in Basil Bernstein’s code theory? A study of the interplay between recognition and realization rules based on primary school teachers’ perceptions
Designing enhanced pedagogy based on Basil Bernstein's code theory
Examining the inner logic of students’ coding orientations and the internal structure of written language in math tests from Basil Bernstein's code theory
The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland
A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings
Are bilingual teachers more liberal than monolingual teachers? Differences between the language attitudes of Hungarian teachers in multilingual and monolingual environment
The practice of weak framing from teachers’ perceptions in China
Is the re-contextualization of digital writing inevitable, escapable or desirable
| Obras citantes distintas | 9 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2017 - 2024 (8) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 9 |