1. Social Class and Pedagogic Practice Basil Bernstein Chapter 7

2. Pedagogic Practice Examine social class assumptions and consequences;
Traditional vs. progressive  relationship to the marketplace
Social form
Specific content

3. Reproduction of class inequalities
Acquirer and transmitter learn their roles and appropriate conduct
what and how of transmission i.e. rules of social order, character and manner
Acquirer comes to understand what is legitimate relations and communication

4. Teaching
moral activity  an evaluation of the competence of the acquirer
tracking and pedagogical practice:
visible  external product
invisible pedagogy  process, procedures, competencies

5. Visible Pedagogy Characteristics: sequencing rules are explicit
Time limits; less exposure
pacing rules  expected rate of acquisition
modification  stratification and reduce content
Limits teacher  student interaction
** distributes different forms of consciousness according to social class
** result  alienated youth

6. Invisible Pedagogy presupposes movement in the classroom
encourages individual representations i.e. “make your mark”; foster “unique” representations
Multi-layered communication
Preparation/foundation for a long pedagogic life
Result: class based communication strategies

7. Considerations **Two sites of acquisitions
home  silent space, language narrative (form and content)
**Working class children misread cultural/cognitive significance of communication in the classroom  consciousness is differentially regulated

8. Schools Invisible social class assumptions
Selective re: those who acquire dominant codes especially socio-linguistic competencies
Working class  facts, skills
Middle class  processes, connections
** Reproduction of class inequalities