Specialization and school organization
Investigating pedagogic culture
Bibliographic Data
| ID | 11166008 |
|---|---|
| Authors | Ursula Hoadley (0000-0002-6761-706X, University of Cape Town, corresponding author), Jaamia Galant (University of Cape Town) |
| Year | 2016 |
| Volume | 37 |
| Issue | 8 |
| Pages | 1187-1210 |
| Publication date | 2016-11-16 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2015.1042149 |
| OpenAlex | W1544834867 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
Drawing on Bernstein’s notion of pedagogic culture or the ‘mode of being’ of the school, this paper develops and uses a theoretical framework for the analysis of school organization that draws attention to specialization of instructional practice. An understanding of the ordering principles of the school emerges from the analysis, fundamentally understood as relations of power and control in the school as an organization. The paper considers how the ordering principles of the school are related to differential performance. The framework is deployed in an analysis of six primary schools located in poor communities in South Africa
Differential (mechanical device · Epistemology · Ethnography · Mathematics education · Pedagogy · Power (physics · Power structure · Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Psychology · Second Language Learning and Teaching
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| Citations per year | 0.38 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |