Download PDF by Sara Delamont: Knowledgeable Women: Structuralism and the Reproduction of

By Sara Delamont

Sara Delamont strains the heritage of women's schooling and examines classification and gender divisions within the constitution and content material of schooling in Britain and the united states from 1850 to the current day. This ebook will be of curiosity to sociologists, educationalists, academics and lecturers in education, and feminist students.

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When grid is strong—maximum regulation—behaviour is prescribed and the timetabling is rigid. When grid is weak— minimum regulation—people’s lives are free, unrestrained, unregulated. 1. 1 Douglas’s group and grid system 37 Introductory themes Goffman’s (1961) ‘total institutions’ are institutions with strong grid. In quartile X we will find total institutions to which members are loyal and committed: monasteries, nunneries, elite public schools and the Krisna temple (Daner 1974). In quartile Z are total institutions where the inmates’ lives are regulated, yet they have little or no loyalty or commitment to the organization: such as prisons, mental hospitals, sanatoria and so forth.

In particular, Bernstein’s opposition between the visible and the invisible pedagogy is closely related to Mary Douglas’s theory of group and grid. 36 Cultural capital and muted groups Group and grid Mary Douglas’s ideas about group and grid have affinities with Bernstein’s notions of classification and framing, and hence share their explanatory potential and empirical problems. Douglas’s (1982a) most coherent account of group and grid is found in the introduction to a collection of papers by sociologists of science who use the concepts to examine a variety of knowledge domains.

The spread of invisible pedagogies is closely related, by Bernstein, to the emergence of a new middle class alongside the traditional one. Bernstein’s theory of the ‘new’ middle class Bernstein’s main concern in his paper on ‘visible’ and ‘invisible’ pedagogies (1973a) is the clash of two ideologies within education — the debate about traditional versus progressive schooling—as revealed in the Black Papers, the Tyndale Enquiry (Auld 1976) and the controversy over Bennett (1976). Bernstein is interested in the origin, function and expression of these opposed educational philosophies.

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