Instructional and regulative discourses: a comparative case study of two classroom settings designed to ameliorate boys’ underachievement in English

Ivinson, Gabrielle 2002. Instructional and regulative discourses: a comparative case study of two classroom settings designed to ameliorate boys’ underachievement in English. [Working Paper]. School of Social Sciences Working Papers Series, vol. 29. Cardiff: Cardiff University.

Preview

PDF - Published Version Download (102kB) | Preview

Abstract

Bernstein’s distinction between instructional and regulative discourses provided an analytical tool for investigating the orchestration of two year 10 classroom settings in which teachers had introduced ameliorative strategies to address boys’ underachievement in English. Bernstein’s description of the pedagogic device has been used to compare how English was recontextualised in two classroom settings, one all boys’ class, and one co-educational class. Moscovici’s theory of Social Representation was introduced to account for how social structures become psychologically active for individuals as knowledge is recontextualised. Detailed classroom observations over a series of consecutive lessons were carried out. Empirical observations, interviews with teachers and students were analysed to demonstrate how classroom settings, made up of regulative and instructional discourse, influenced the way subject knowledge was recontextualised in a time of moral panic about boys’ underachievement.

Item Type:	Monograph (Working Paper)
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Publisher:	Cardiff University
Date of First Compliant Deposit:	30 March 2016
Last Modified:	08 Oct 2015 13:40
URI:	https://orca.cardiff.ac.uk/id/eprint/78072

Actions (repository staff only)

Edit Item