Literaturnachweis - Detailanzeige
| Autor/in | Sriprakash, Arathi |
|---|---|
| Titel | The Contributions of Bernstein's Sociology to Education Development Research |
| Quelle | In: British Journal of Sociology of Education, 32 (2011) 4, S.521-539 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| Schlagwörter | Educational Change; Educational Development; Educational Research; Educational Sociology; Equal Education; Student Centered Curriculum; Models; Change Strategies; Elementary Education; Foreign Countries; Educational History; Educational Improvement; India |
| Abstract | Global and national agendas to improve the "quality" of Education For All have brought focus to pedagogic processes in developing country contexts. How can development research pay attention to the social and political significance of pedagogical projects and understand the micro-processes of classroom reform? This paper considers how Basil Bernstein's sociological theories helped develop a nuanced account of pedagogic reform in a study of Indian primary education. I explore how the analysis encouraged by Bernstein's concepts of recontextualisation and educational codes may contribute to current thinking on the role and significance of pedagogy in development research and evaluation activities. The paper also raises caution about the selectiveness and limits of efforts to capture, identify, measure or assess pedagogic processes and change. A Bernsteinian research approach is not immune from producing the kinds of reductionist accounts of pedagogy of which the analysis is wary. (Contains 3 notes and 2 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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