Year: 2008
Type: article
Abstract: At this time when credibility of public schooling in India is at low ebb, there is a need to analyze pedagogic discourse in terms of organization and structure of knowledge, school practices that mediate it, and the ways in which it is experienced by children. Building upon the works of Vygotsky, Bernstein and Bruner, a more encompassing account of pedagogic analysis can be realized that links sociological perspective of teaching practices with psychological understanding of learning processes. Drawing on findings from research in two different genres of pedagogic setting, the study provides a body of evidence that suggests strong role of the schooling context in framing social identities and life chances of learners; and its implications for reforming educational practice and policy.
Source: Psicologia & Sociedade
Author: Gaysu R. Arvind
Institution: University of Delhi
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2037188246