A theoretical re-assessment of the use of the distinction between everyday and acadamic knowledges in Basil Bernstein's theory of educational transmissions
Master Thesis
2012
Permanent link to this Item
Authors
Supervisors
Journal Title
Link to Journal
Journal ISSN
Volume Title
Publisher
Publisher
University of Cape Town
Department
Faculty
License
Series
Abstract
This project assesses a popular position at present in the Bernsteinian subfield of the Sociology of Education, that Basil Bernstein’s main ideas are sufficiently represented by frameworks constructed around the distinction between everyday knowledge/thought and academic knowledge/thought. A survey of some contemporary literature within the Bernsteinian subfield was undertaken to generate a question for the project, i.e., whether it is indeed the case that the everyday/academic knowledges distinction is a productive condensation of the major ideas of Bernstein’s theory. A historical study of Bernstein’s papers from 1958 to 2000 is undertaken with the view of unearthing what it is that gives the theory its impetus over time.
Description
Includes abstract.
Includes bibliographical references.
Keywords
Reference:
Mwiinga, D. 2012. A theoretical re-assessment of the use of the distinction between everyday and acadamic knowledges in Basil Bernstein's theory of educational transmissions. University of Cape Town.