Re: [xmca] Talking Science

From: Jay Lemke (jaylemke@umich.edu)
Date: Wed Jan 17 2007 - 07:35:40 PST


Phil,

Good luck with the Forum! looks like a lot of work, but rewarding.

Yes, I know about the Bernstein conference and
that the book was due out. I was on the examining
committee for Kay O'Halloran's dissertation and
have followed her work since, which is mainly on
math education.

Great to hear more from you when you have more time.

JAY.

>David and Jay,
>
>I've been having dialogue with Fran Christie on
>and off over the past couple of years and she's
>been a great 'expert other' for me in my study
>on classroom discourse utilising SFL and
>Bernstein. While I'm flat out preparing for 80
>youth from across Asia to descend on Bangkok for
>the Asian Youth Forum next week (including a
>sizeable group from Korea, David), I haven't the
>time to add my tuppence worth, but will when the
>forum is over at the end of the month.
>
>In the meantime, you might be interested in a
>new edited volume by Christie and Martin that
>sprang from an SFL and Bernstein conference at
>Sydney University a couple of years ago. It has
>a chapter devoted to science education by Kay
>O'Halloran, but apart from that, it is a book
>which overall seeks to look again at the nature
>of knowledge and its construction. It thus by
>implication touches on all the issues of being
>'conservative' or alternatively being 'critical'
>(which Jay alludes to in part).
>
>Cheers,
>
>Phil
>
>
>
>Title: Language, Knowledge and Pedagogy
>Subtitle: Functional Linguistic and Sociological Perspectives
>Publication Year: 2006
>Publisher: Continuum International Publishing Group Ltd
> http://www.continuumbooks.com
>
>
>Book URL: http://www.continuumbooks.com
>
>
>Editor: Frances Christie
>Editor: J. R. Martin
>
>Hardback: ISBN: 0826489176 Pages: 304 Price: U.K. 75.00
>
>
>Abstract:
>
>What makes academic disciplines different from each other? How do these
>differences affect the way they create and transmit different forms of
>knowledge? What makes them different from everyday discourse? This book
>tackles these important questions, exploring the nature of knowledge,
>language and pedagogy in a genuinely transdisciplinary dialogue between
>systemic functional linguistics and the sociology of Basil Bernstein. The
>central focus of this cutting edge endeavour is the structure and
>transmission of academic and educational knowledge: how different
>disciplines are created, transformed and taught in institutional settings.
> An international consortium of functional linguists and Bernsteinian
>sociologists examine the nature of knowledge, the genesis of knowledge
>forms in early childhood, and the organization of academic subjects,
>including English, mathematics, social science and natural science. The
>result is a timely and original analysis of knowledge structures at work in
>educational institutions. Language, Knowledge and Pedagogy makes a major
>contribution to linguistics, applied linguistics, sociology and educational
>theory. It will be of interest to researchers and students working in all
>these areas._______________________________________________
>xmca mailing list
>xmca@weber.ucsd.edu
>http://dss.ucsd.edu/mailman/listinfo/xmca

-- 

JAY L. LEMKE Educational Studies University of Michigan 610 East University Ann Arbor, MI 48109

Ph: 734-763-9276 Fax: 734-936-1606 www.umich.edu/~jaylemke/ _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca



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