Bringing knowledge back in: from social constructivism to social realism in the sociology of education

Batchelor, Denise

doi:10.18546/lre.07.2.10

Cited by 24 publications

(47 citation statements)

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“…Disciplinary work within science cannot be done unless students have opportunities to analyse and construct a broad range of representations including those that are abstract (Prain & Tytler, 2013; Tytler, 2007). Such opportunities are vital if students are to engage with curricula that prioritise specialist forms of knowledge (Moore & Muller, 1999; Young, 2008, 2014; Young & Muller, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The consideration of school subjects as ways of making meaning within discipline specific discourses is associated with theories of curriculum that prioritise knowledge, rather than the formation of curricula that are solely relative to the lived experiences of the student (Moore & Muller, 1999; Young, 2008, 2014; Young & Muller, 2013). Curriculum that is purely relative to the lives of students removes disciplinary knowledge, and, in turn, limits students' access to forms of knowledge that can afford personal and social benefits (Young, 2013; Young & Muller, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Including visual representations within senior high school biology assessment: Considerations of grammatical complexity

Fenwick

Unsworth

2022

The Curriculum Journal

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This paper analyses the opportunities for presenting knowledge that are created when assessment allows senior high school biology students to draw on linguistic and visual resources when constructing meaning in response to short‐answer examination‐style questions requiring a sequential explanation. Students within one senior high school biology class were given the opportunity to respond to an examination‐style question through both written and visual representations. Analysis of the student responses for high and middle‐achieving students, from a systemic functional linguistics perspective, indicates that high‐achieving students use a broader range of grammatical forms more often than middle‐achieving students to present key understandings of classification and composition within both written and visual representations. Including opportunities within assessment for students to express knowledge through written and visual representations allows for students to elaborate within their short‐answer responses and to construct the broader range of representations that is valued within the discipline, but explicit guidance is required to support all students to make use of the complex grammatical patterns within written and visual representation. For senior high school biology students to be successful in the final stages of schooling, explicitness about the complex grammars of visual and written representations is required within curriculum and pedagogy.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Including visual representations within senior high school biology assessment: Considerations of grammatical complexity

Fenwick

Unsworth

2022

The Curriculum Journal

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“…The generative capacity of the episteme allows interrelated concepts and ideas to generate yet more knowledge. The potential for students to consider or alter their life trajectories is most likely to be developed where the ability to think abstractly and critically can be developed through engagement with the systemized, conceptual knowledge of vertical discourse (Bourne, 2003;Rata, 2012;Young, 2008a).…”

Section: Knowledge Differentiationmentioning

confidence: 99%

Conceptualizing a Radical Visible Pedagogy

Barrett

McPhail

2021

Journal of Education

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This paper contributes to the theorization of radical visible pedagogy by building upon Basil Bernstein’s initial conceptualization and previous efforts to develop it. Alongside Bernstein’s “classification” and “framing” we suggest that incorporating the concepts of “semantic gravity” and “semantic density” from Legitimation Code Theory (LCT)—concepts that were not available to those engaged in earlier efforts to theorize radical visible pedagogy—adds an important dimension to this theorization. Outlining the principles of radical visible pedagogy has the potential to inform equitable classroom practice in a manner that eschews the tendency toward dichotomous conceptions of pedagogy as either “traditional” or “progressive.”

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“…The heuristic was ‘DRAWING‐OUT putting‐in’ (where within the knowledge's nature the end was to develop the knower) versus ‘drawing‐out PUTTING‐IN’ (where the end was to develop the knowledge). These two poles indicated different emphasises or trajectories within the nature of the knowledge, influenced by Young's analysis of the differences between Durkheim and Vygotsky's thought (Vernon, 2019; Young, 2008). Where Durkheim saw structure as the defining criteria for classifications, with a top‐down movement from the ‘sacred’ to the ‘profane’, Vygotsky emphasised content, with a bottom‐up movement from the ‘everyday’ (spontaneous) to the ‘scientific’ (non‐spontaneous).…”

Section: In What Ways Was the Geographical Knowledge Activated Throug...mentioning

confidence: 99%

“…For example, regarding music (Maton, 2007), history (Martin et al, 2010), physics (Georgiou, 2016), humanities (Doran, 2019) and curriculum design in political science (Clarence, 2016a) 2 . Maton is one of the first‐wave thinkers (see: Maton & Moore, 2010; Moore et al, 2006; Moore & Muller, 2002; Muller et al, 2004; Young, 2008) who contributed much to what Lambert (2011) referred to as the ‘knowledge turn’, and to the development of a neo‐Bernsteinian social realism (see its second wave: Barrett & Rata, 2014; Hoadley et al, 2019; Morgan et al, 2019; Muller & Young, 2019; Rata, 2019; Young et al, 2014). This has sought to address the knowledge paradox in education, what Maton termed ‘knowledge blindness’.…”

Section: Introductionmentioning

confidence: 99%

Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

Vernon¹

2021

The Curriculum Journal

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This article explores the relationship between disciplinary knowledge and subject pedagogy, utilising Maton's Legitimation Code Theory (LCT). It suggests ways that LCT could help facilitate deeper communication both within and between subject communities, providing a conceptual framework that gets beneath empirical manifestations to identify epistemic and semantic principles that generate those modalities. LCT's potential to represent systematised concepts diagrammatically may also enable wider communication. Following this, a small-scale case study is presented exploring the nature of the knowledge in the core topic Changing Places in the new geography A-Level (UK). This argued that what could be understood as a mismatch of expectations and dispositions by teachers and students can be understood more fundamentally as a contradiction (a 'code clash') regarding what counts as the 'rules of the game' within geography. The article ends by outlining implications for school geography rooted in the logic of the knowledge being pedagogically preinscribed, that is, that different knowledges' distinct epistemologies have real implications for how that knowledge should be recontextualised, reproduced and evaluated. It concludes that the exam board's recontextualisation of | 627

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Bringing knowledge back in: from social constructivism to social realism in the sociology of education

Cited by 24 publications

References 0 publications

Including visual representations within senior high school biology assessment: Considerations of grammatical complexity

Including visual representations within senior high school biology assessment: Considerations of grammatical complexity

Conceptualizing a Radical Visible Pedagogy

Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

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