Session Information
23 SES 10C, Policy Scholarship (Singh 1)
Symposium to be continued in 23 SES 11 C
Contribution
This paper engages with Basil Bernstein’s rich conceptual grammar (cf. Bernstein, 1990, 2001; Bernstein and Solomon, 1999; Singh, 2015) to generate an account of contemporary shifts in the governance of teachers at the global scale. The paper is a two-way conversation between Bernstein’s conceptual grammar and how this can be engaged to understand the prominence of the Organisation for Economic Cooperation and Development (OECD) in governing education at a global scale. The specific focus is on the OECD’s development and deployment of the Teaching and Learning International Survey (TALIS) as a new pedagogical device aimed at reshaping teachers’ pedagogical practices and classroom cultures in service to economic competitiveness agendas. The paper will focus specifically on (i) efforts to challenge and change existing teacher identities through reclassifying and reframing the ‘good teacher’; (ii) a new set of agents active in the field of symbolic control with the power to encode the good teacher; (iii) TALIS as a pedagogical device; and (iv) and the implications for this rescaling and recoding for teacher knowledge, consciousness, identity, division of labour and social base (Bernstein, 1996: 45).
References
Bernstein, B. (1990) The Structuring of Pedagogic Discourse, Volume IV Class, Codes, Control, London and New York: Routledge. Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity, 1st edition, Oxford: Rowan and Littlefield. Bernstein, B., (2001) Symbolic control: issue of empirical description of agencies and agents, in International Journal of Social Research Methodology, 4 (1), pp. 21-33. Bernstein, B., and Solomon, J., (1999) Pedagogy, identity, and the construction of a theory of symbolic control: Basil Bernstein questioned by Joseph Solomon, British Journal of Sociology of Education, 20 (2), pp. 265-79. Singh, P., (2015) Pedagogic governance: theorising with/after Bernstein, In British Journal of Sociology of Education, DOI: 10.1080/01425692.2015.1081052
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