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Direct linkBoyle, Bill; Charles, Marie – Curriculum Journal, 2012
The authors' experiences of observing teaching and learning in schools have led them to become concerned at the dominant paradigm of a "pedagogy of poverty" at the expense of a "pedagogy of plenty". Bernstein's theory of power and control of education knowledge is overtly practised in classrooms globally. This is evidenced in…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Social Class, Teacher Student Relationship
