The pedagogic device: the relevance of Bernstein's analysis for VET
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Date
2005Source Title
Vocational learning: transitions, interrelationships, partnerships and sustainable futures: proceedings of the 13th International Conference on Post-compulsory Education and TrainingPublisher
Centre for Learning and Work Research, Faculty of Education, Griffith University: Australian Academic PressAffiliation
Melbourne Graduate School of Education, LH Martin InstituteMetadata
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Conference PaperCitations
Wheelahan, L. (2005). The pedagogic device: the relevance of Bernstein's analysis for VET. In Vocational learning: transitions, interrelationships, partnerships and sustainable futures: proceedings of the 13th International Conference on Post-compulsory Education and Training, Gold Coast, Queensland.Access Status
Open AccessDescription
This is a post-print of a paper from the 13th International Conference on Post-compulsory Education and Training 2005 published by Australian Academic Press.
ISBN 187537860X
Abstract
This paper explores the relevance for VET of Basil Bernstein’s analysis of the structuring of knowledge and the framing of pedagogic practice. Bernstein argued that education was not a passive relay for external power relations. Pedagogic practice is an important structuring mechanism for power relations in the way in which knowledge is classified and framed. Towards the end of his life, Bernstein argued that the ‘official’ recontextualising principle in education was derived from ‘genericism’, itself based on new concepts of work and life. He says this is a socially empty concept, and results in identities constructed as market identities in which actors recognise themselves and others in the materialities of consumption. I apply Bernstein’s analysis to VET policy in Australia.
Keywords
vocational education and training; VET; pedagogic practice; Basil Bernstein; AustraliaExport Reference in RIS Format