Basil Bernstein and Democratic Education

2018 ◽  
pp. 27-54
Author(s):  
Samantha Broadhead ◽  
Margaret Gregson
Keyword(s):  
Democratic Education ◽  
Basil Bernstein

Educational Partnerships and Democratic Education in Namibia

Africa Today ◽  
2002 ◽  
Vol 49 (4) ◽  
pp. 112-131
Author(s):  
Helen Meyer
Keyword(s):  
Democratic Education ◽  
Educational Partnerships

Book Review: Democratic Education in an Age of Difference: Redefining Citizenship in Higher Education

NASPA Journal ◽  
1999 ◽  
Vol 36 (2) ◽  
Author(s):  
Jillian Kinzie
Keyword(s):  
Higher Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
Cultural Pluralism ◽  
Institutions Of Higher Education ◽  
Educational Value

The influence of John Dewey's philosophy of education - most notably, emphasizing the educational value of experience and service, situating learning in community, and promoting a faith in cultural pluralism - is evident in recent calls for institutions of higher education to strengthen to the larger community and to promote multiculturalism (Gamson, 1997).

O ensino jurídico em Portugal: Um estudo de caso sobre a Faculdade de Direito da Universidade de Coimbra

2012 ◽  
Vol 12 (2) ◽  
pp. 178
Author(s):  
Córa Hisae Hagino
Keyword(s):  
Pierre Bourdieu ◽  
Basil Bernstein

O tema deste artigo é o ensino jurídico na Faculdade de Direito da Universidade de Coimbra, o que engloba o direito, a educação e a prática pedagógica. Na primeira parte do artigo, utilizo como referencial teórico os trabalhos de Pierre Bourdieu e Basil Bernstein. Apresento, ainda, alguns resultados preliminares oriundos da análise curricular e da observação participante. O objetivo central é realizar uma análise do ensino na Faculdade de Direito da Universidade de Coimbra, com ênfase nos currículos e práticas pedagógicas, a fim de compreender a lógica de reprodução dos discursos jurídico e pedagógicos da Escola de Direito de Coimbra.

UM MODELO MULTIDISCIPLINAR PARA A ANÁLISE DO DISCURSO EM AULAS DE QUÍMICA

2020 ◽  
Vol 25 (3) ◽  
pp. 537
Author(s):  
Ademir De Jesus Silva Júnior ◽  
Bruno Ferreira Dos Santos
Keyword(s):  
Basil Bernstein

Este artigo apresenta um modelo de análise multidisciplinar para investigar as interações discursivas em aulas de Química. Utilizamos a teoria sociolinguística de Basil Bernstein, cujos conceitos permitem relacionar os microcontextos das interações em sala de aula com o contexto social mais amplo; os tipos de iniciação propostos por Hugh Mehan a partir da etnografia interacional; e a noção de abordagem comunicativa de Mortimer e Scott, que propicia caracterizar os gêneros do discurso de sala de aula. A união dessas diferentes perspectivas teóricas constitui o nosso modelo multidisciplinar, no qual relacionamos a análise dos graus de enquadramento e de classificação com os tipos de iniciação e de abordagem comunicativa, para explorar a interseção entre as dimensões interacional e epistêmica do discurso. Empregamos o modelo no estudo exploratório de práticas pedagógicas de quatro professores de Química, que ensinam em diferentes escolas. Por meio dessa análise e de seus resultados, pudemos caracterizar as relações existentes entre as distintas dimensões do discurso pedagógico do conhecimento químico, que sugerem que tanto a abordagem comunicativa quanto os tipos de iniciação são orientados pelo grau de classificação apresentado entre os diferentes tipos de conhecimento.

scholarly journals Pedagogic rights, public education and democracy

2021 ◽  
pp. 147490412110119
Author(s):  
Stephen Heimans ◽  
Parlo Singh ◽  
Henry Kwok
Keyword(s):  
Public Education ◽  
Basil Bernstein

In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious and fleeting; 2) one might become better at democracy by trying to ‘do it’ more often and that education is where this ‘trying’ might occur. We draw on Rancière’s work on democracy that focusses on democratic acts or moments; on the ‘fracturing’ of sense (what is sayable, seeable, thinkable) – when people whose only part (including in education) is none, take one. A process of ‘becoming public’, we suggest, is instituted in these events. To this end, our proposal for public education is adversarial to contemporary formations of education. Conceptualising public education in this way shows that it is rare, and becoming rarer.

Democratic education in the fourth generation of deliberative democracy

2021 ◽  
pp. 147787852110171
Author(s):  
Kei Nishiyama
Keyword(s):  
System Theory ◽  
Deliberative Democracy ◽  
Democratic Education ◽  
Fourth Generation ◽  
Deliberative System

While the discussion on education for deliberative democracy is increasingly gaining prominence, there is a deep gap between the theories of deliberative democracy and democratic education with respect to what deliberative democracy is and ought to be. As a result, theories and practices of democratic education tend to be grounded in a narrow understanding of the meaning of deliberative competencies, students’ deliberative agency, and the role of schools in deliberative democracy. Drawing on the latest theorization of deliberative democracy – deliberative system theory – this article aims to question and revise these assumptions. The article suggests that meta-deliberation is a key practice that can reconcile the gap between the two theories.

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