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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010251262 | P40 L36 2007 | Open Access Book | Book | Searching... |
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Summary
Summary
This book explores the nature of knowledge, language and pedagogy from the perspective of two complementary theories: systemic functional linguistics, and Bernstein-inspired sociology. Bernstein's sociology of knowledge makes a distinction between horizontal and vertical discourses as ways in which knowledge is transmitted in institutional settings, with teachers as agents of symbolic control.
Systemic functional linguists have explored educational discourse according to similar hierarchies, and by bringing the two perspectives together this book shows the impact of language on knowledge and pedagogy. The contributors examine the different structures of knowledge and the flow of information within the school context, but also according to language in early childhood, literacy, English, the social sciences, science and mathematics. The result is a progressive and dynamic analysis of knowledge structures at work in educational institutions.
Language, Knowledge and Pedagogy makes a major contribution to linguistics, applied linguistics and educational theory. It will be of interest to researchers working in these areas.
This book explores the nature of knowledge, language and pedagogy from the perspective of two complementary theories: systemic functional linguistics, and Bernstein-inspired sociology. Bernstein's sociology of knowledge makes a distinction between horizontal and vertical discourses as ways in which knowledge is transmitted in institutional settings, with teachers as agents of symbolic control.
Systemic functional linguists have explored educational discourse according to similar hierarchies, and by bringing the two perspectives together this book shows the impact of language on knowledge and pedagogy. The contributors examine the different structures of knowledge and the flow of information within the school context, but also according to language in early childhood, literacy, English, the social sciences, science and mathematics. The result is a progressive and dynamic analysis of knowledge structures at work in educational institutions.
Language, Knowledge and Pedagogy makes a major contribution to linguistics, applied linguistics and educational theory. It will be of interest to researchers working in these areas.
Author Notes
Frances Christie is Emeritus Professor of Language and Literacy Education at the University of Melbourne, Australiaand Honorary Professor at the University of Sydney, Australia.
J. R. Martin is Professor of Linguistics at the University of Sydney, Australia.
Table of Contents
| Part I Functional Linguistic and Sociological Perspectives on Education |
| 1 The dialogue between functional linguistics and sociologyFrances Christie, University of Melbourne, University of Sydney, Australia |
| Part II Theoretical Foundations |
| 2 Bernstein's codes, devices and knowledge structuresKarl Maton and Johan Muller, University of Wollongong, Australia and University of Cape Town, South Africa |
| 3 Kinds of knowledge: A functional linguistic perpsectiveJ. R. Martin, University of Sydney, Australia |
| Part III Knowledge Structure: Horizontal and Vertical Discourse |
| 4 The nub of knowledgeJohan Muller, University of Cape Town, South Africa |
| 5 Accessing knowledge structuresKarl Maton, University of Sydney, Australia |
| 6 Canons and the basis of hierarchical knowledge structuresRobert Moore, University of Cambridge, UK |
| Part IV Fields of Discourse - Disciplines of Discourse |
| 7 Language for learning in early childhoodClaire Painter, University of New South Wales, Australia |
| 8 Literacy, segmented pedagogy and vertical discourseGeoff Williams, University College London |
| 9 Forms of knowledge in subject EnglishFrances Christie and Mary Macken-Horarik, University of Canberra, Australia and University of Melbourne, University of Sydney, Australia |
| 10 Vertical and horizontal discourse and the social sciencesPeter Wignell, Charles Darwin University, Australia |
| 11 Science, mathematics and multimodal grammaticalityKay O'Halloran, National University, Singapore |
| Part IV Research Prospects - Exploring Uncommon Sense |
| 12 Future directions in research in knowledge structureFrances Christie and J. R. Martin and Mary Maton and Johan Muller, University of Melbourne, University of Sydney, Australia and University of Cape Town, South Africa |
