In Bernstein's terms, a lot centres around whether we want a visible or
invisible pedagogy, especially for non-mainstream students, and if we
want a visible one foregrounding mainstream discourses, have can we keep
it from effacing or devaluing non-mainstream voices, and how can we
encourage a critical perspective on the mainstream, including
possibilities for renovation - new meanings. Bernstein's Class Codes and
Control Volumes 3 and 4 contain very helpful deconstructions of
progressive and traditional pedagogy. His new book, Pedagogy, Symbolic
Control and Identity, by Taylor and Francis, is also helpful. His
thinking on education, pedagogy and class has been the main influence on
my own work. Cazden has a useful article on post-progressive
developments in one of his Festschrifts - Visible and Invisible Pedagogies
in Literacy Education in P Atkinson et al Eds. Discourse and Reporduction
Hampton Press, Cresskill, N.J.
Jim Martin