Gendered learning identity in two modalities of pedagogic discourse

Citation

Daniels H, Creese A, Hey V & Leonard D (2004) Gendered learning identity in two modalities of pedagogic discourse. In: Muller J, Davies B & Morais A (eds.) Reading Bernstein, Researching Bernstein. London: Taylor & Francis, pp. 123-136. https://doi.org/10.4324/9780203461877

Abstract
The theoretical base of the study on which this chapter is based is grounded in post-Vygotskian psychology and Bernstein’s sociology of cultural transmission. It provides a description of the social organization and pedagogic practices of schools that may be related to the gendering of learner identity. This sets it apart from many post-Vygotskian studies which, as Wertsch (1985) has argued, fail to articulate a concern for the school as an organized institution. Vygotsky’s approach lacks a theoretical framework for the description and analysis of the changing forms of cultural transmissions that Bernstein explicitly set out to provide: ‘I wanted to develop a different approach which placed at the centre of the analysis the principles of transmission and their embodiment in structures of social relationships’ (Bernstein 1977: 3).

Keywords
Education; Humanities;

Journal
Reading Bernstein, Researching Bernstein

People

Professor Angela Creese

Professor in Education, Education