ERIC Number: ED343814
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Towards a Sociological Theory of Instruction: Pedagogic Practices and Power and Control Relations.
Morais, Ana; Neves, Isabel
Theories of learning and instruction usually are grounded in psychological and epistemological assumptions. However, these theories ignore the child in relation to his or her cultural and institutional context and ignore the schoolteacher from the social context that regulates the process of transmission and acquisition of knowledge and skills. For this reason, it is necessary to have a sociological foundation in order for a theory of learning and instruction to be successful. Based on a broader study and employing Bernstein's theory of pedagogic discourse, this research examines three different teaching pedagogic practices that can be equated to those identified in the psychology of learning as learning by discovery, learning by guided discovery, and reception learning. The curriculum in its broader sense includes curriculum content, pedagogic practice, and evaluation. Analysis of the data considers their temporal and spatial dimensions such as interactions among agencies' spaces, agents, and discourses. For each of these dimensions, the power relations (classification) and control relations (framing) are shown and how they are realized in the classroom context is described. In addition, an analysis of the differences between pedagogic practices, their meanings, and potential influence on students with different social backgrounds are discussed. (KM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Bernstein Hypothesis
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 1991).