What sort of pedagogical strategy follows from contemporary
versions of Bernstein's theory, which you enlightened us about several
months ago.
I am asking because the cultural discontinuity at the heart of
Bernstein's approach is class-based, whereas the discontinuity that
has most captured US intrest is culture based. The two are, of course,
very mixed together but still, there seems to be a distinctively different
slant transatloceanically speaking.
If I were to take Bernstein's theory as an instrument of practice,
what form of practice would it be? How has it/would it guide attempts
at school reform?
mike