Revisiting the role of pedagogic contexts in social class analysis: A Bernsteinian approach

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Abstract

This paper revisits the development of Basil Bernstein's theoretical armories and reinvigorates its relevance to social class analysis in education, while identifying some of the challenges and promises in doing so. The main arguments are grounded in an empirical analysis of the recent Liberal Studies reform in Hong Kong's senior secondary education. An extended discussion of using a Bernsteinian approach to pedagogy-specific class explanations is developed: (a) transition of code modalities between stages of education; (b) differentiated pedagogic identities in the middle class; (c) pedagogic grammars of specialized habituses; and (d) possibilities for an interruption in the process of social reproduction. It is concluded that continuing to build on Bernstein's legacy will allow us to achieve a more nuanced understanding of the ways that class works through different pedagogic contexts in order for the conception of an interruption of class reproduction to be useful in guiding transformative practices in it. Copyright © 2018 Taylor & Francis.
Original languageEnglish
Pages (from-to)133-149
JournalInternational Review of Sociology
Volume28
Issue number1
Early online date12 Dec 2017
DOIs
Publication statusPublished - 2018

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Citation

Lee, T. T.-L. (2018). Revisiting the role of pedagogic contexts in social class analysis: A Bernsteinian approach. International Review of Sociology, 28(1), 133-149. doi: 10.1080/03906701.2017.1411310

Keywords

  • Bernstein
  • Class analysis
  • Pedagogic context
  • Liberal studies
  • Hong Kong