Basil Bernstein’s Theory of the Pedagogic Device Applied to Curriculum Construction in Music Education: From the Macro- to a Microview of Instructional Practices

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This paper explains Basil Bernstein's theories of linguistic codes and pedagogic device, and is based on the premise that both the U.K. and the U.S. experience a cultural inversion.

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21 p.

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Wright, Ruth & Froehlich, Hildegard July 2009.

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This paper is part of the collection entitled: International Symposium on the Sociology of Music Education (ISSME) and was provided by UNT College of Music to Digital Library, a digital repository hosted by the UNT Libraries. More information about this paper can be viewed below.

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UNT College of Music

The nation's largest comprehensive music school, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The college offers fully accredited degrees from bachelor to doctoral levels, and its faculty includes internationally acclaimed artists and scholars. More than 1200 concerts and recitals are presented annually.

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This paper explains Basil Bernstein's theories of linguistic codes and pedagogic device, and is based on the premise that both the U.K. and the U.S. experience a cultural inversion.

Physical Description

21 p.

Notes

Abstract: In continuation of 2 papers by Froehlich and Johnson (2008) and Wright (2008) on
the application of Basil Bernstein’s work to school music practices in the United
Kingdom and the United States, this paper explains Bernstein’s theories of linguistic
codes and pedagogic device. The paper is based on the premise that both the U.K. and
the U.S. experience a cultural inversion because those holding economic and cultural
capital seem no longer advocates of high or elite culture nor particularly interested in
buying into this form of cultural capital through arts education for their children.
Because the phenomenon of cultural inversion can be explained by Bourdieu’s
constructs of field and habitus, both also featured in Bernstein’s later work, a brief
review of field and habitus connects to Bernstein’s analysis of the relationships of
educational fields to the field of power in compulsory school settings. Those
relationships are described as codes of conduct (including instructional language,
repertoire choice, and other pertinent pedagogic choices) that derive from linguistic
practices and the recontextualization of knowledge for purposes of schooling. The
rules of such recontextualization (distributive, recontexutalizing, and evaluative) may
serve as useful analytic tools for music educators wishing to become agents for social
change.

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  • International Symposium on the Sociology of Music Education, July 5-9, 2009. Limerick, Ireland.

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  • Publication Title: Proceedings of the Sixth International Symposium on the Sociology of Music Education

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International Symposium on the Sociology of Music Education (ISSME)

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  • July 2009

Added to The UNT Digital Library

  • Nov. 28, 2018, 5:21 p.m.

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Wright, Ruth & Froehlich, Hildegard. Basil Bernstein’s Theory of the Pedagogic Device Applied to Curriculum Construction in Music Education: From the Macro- to a Microview of Instructional Practices, paper, July 2009; Dublin, Ireland. (digital.library.unt.edu/ark:/67531/metadc1390612/: accessed December 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Music.