A theoretical re-assessment of the use of the distinction between everyday and acadamic knowledges in Basil Bernstein's theory of educational transmissions

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.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2012

Author dc:creator

• Mwiinga, Donald Muunze

Advisor dc:contributor.advisor

• Davis, Zain

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/12063

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/12063