The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.

Syftet med undersökningen är att belysa hur svensklärare förhåller sig till klass samt huruvida klassperspektivet påverkar lärarnas beskrivna praktik. Syftet utmynnar i följande frågeställningar: o  Vilken signifikans tillskrivs klassperspektivet i svensklärarnas artiklar? o  Vilka kopplingar går att utläsa mellan lärarnas förhållande till klassperspektiv och deras beskrivna praktik som lärare? Materialet i undersökningen utgörs av artiklar författade av svensklärare i Svensklärarföreningens publikationer, tidskriften Svenskläraren  samt Svensklärarföreningens årsskrift , åren 2014–2020. En diskursanalytisk metod inspirerad av James Paul Gee används för att analysera materialet och den teoretiska utgångspunkten utgörs av utbildningssociologen Basil Bernsteins begrepp begränsad och elaborerad kod samt horisontell och vertikal diskurs. Undersökningen visar för det första att det är ovanligt att lärarna uttryckligen skriver om klass. För det andra visar undersökningen att svensklärarna genom sina beskrivna praktiker kan sägas tillskriva klass en betydelse men att denna inte anses avgörande för elevers möjligheter att lyckas i skolan. Detta eftersom lärarna på olika sätt uttrycker att det är möjligt att inkludera alla elever i sin undervisning genom en fungerande praktik. / The aim of this study is to illustrate how teachers of Swedish relate to class and whether the notion of class affect the practice described by the teachers. The following questions are used to attain the purpose of the study: o  What significance is attributed to the notion of class in the articles written by the teachers? o  Which connections are made between the teacher’s notion of class and the descriptions of their practices as teachers? The material consists of articles written by teachers of Swedish in the publications by Svensklärarföreningen, the journal Svenskläraren  and the annual Svensklärarföreningens årsskrift , during the years 2014-2020. A discourse analytic method, inspired by James Paul Gee, is used to analyze the material and the theoretical base consists of the educational sociologist Basil Bernstein’s concepts of the restricted and elaborated code, as well as the horizontal and vertical discourse. The study shows, that it is unusual for the teachers to explicitly write about class. Secondly, the study shows that the Swedish teachers, through their described practices, can be said to attribute class a significance, but that this is not considered to be decisive for the students’ opportunities to succeed in school. This since the teachers express, in different ways, a possibility to include all students in the teaching through a functioning practice.

This study is positioned in the context of the South African higher education landscape, which is currently grappling with issues of access and inequality. Online education is one of the potential approaches to expand access to South African students, but has often been met with skepticism as to its pedagogical quality, and has been perceived as an inferior alternative to traditional contact education. A comparative research design is followed in which two courses within a postgraduate marketing management qualification at a South African public university are compared. This qualification is offered in both contact and online format. The same courses within different modes of education are compared, as well as different courses within the same mode of education. A coding system was created based on Basil Bernstein’s concepts of framing and classification, and the courses were compared based on various dimensions of framing and classification. The study aimed to explore the affordances and limitations of both contact and online education. It was found that the ‘sequence’ and ‘pace’ aspects of framing are impacted by mode of education, with the online learning environment allowing students more agency in determining the pace and sequence of their learning. The ‘hierarchical rules’ aspect of framing is also impacted by mode, with the online courses offering an inherently non-hierarchical learning environment. It was found that weaker framing over these elements can present either an affordance or limitation, depending on the subject matter, with some types of subject matter being well suited to weaker framing over sequence, pace, and hierarchical rules, and others being constrained by it.

Examensarbetet behandlar innehåll i idrott och hälsa 1 och dess relation till likvärdig utbildning. Likvärdig utbildning är en del av skollagen, samtidigt finns det inget definierat begrepp från svenska myndigheter vad det innebär. Tidigare forskning om idrott och hälsa i skolan visar på att ämnet innehåller fysisk aktivitet, bollspel och praktiska moment. Syftet med arbetet är undersöka hur lärares planering och val av undervisningsinnehåll påverkar likvärdig utbildning.Undersökningen bygger på kvantitativ data som är visualiserad genom en univariate data analysis. Materialet är termins-och årsplaneringar från lärare i idrott och hälsa 1. Resultaten analyserades med teori utvecklad av Basil Bernstein. Begreppen som användes för analysen var the pedagogical device, framing of knowledge och vertical & horizontal discourse. Resultaten visar på att lärare väljer ut olika sorters innehåll och ämnesfokus. De visar även på att lärare arbetar med mycket praktiska moment och att få av lektionerna är kopplade till kursplanen. Analysen visar på att lärare i idrott och hälsa 1 har olika förståelse hur de olika ämnesområdena inom idrott och hälsa bygger på varandra och är relaterade till varandra, lärarna har stor kontroll över hur undervisningen är strukturerad och vilket innehåll som förekommer. Slutsatsen argumenterar för att utbildningen inte är likvärdig på grund av lärarnas val, yttre faktorer och ämnets struktur.

Neste trabalho são descritas as relações sociológicas envolvidas no âmbito escolar de professores de Química do Ensino Médio de duas escolas da cidade de Itabaiana-SE. Para discutir as relações envolvidas na comunidade escolar foi utilizado um recorte da Teoria de Basil Bernstein, em específico o Modelo do Discurso Pedagógico centrado no contexto escola/sala de aula, proposto pelo Grupo de Estudos Sociológicos da Sala de Aula (ESSA). Os sujeitos da pesquisa foram: direção, coordenação, alunos (1º e 3º Ano do Ensino Médio), pais ou responsável e professores de química. A pesquisa foi desenvolvida a partir do uso de uma metodologia mista. Os resultados mostraram que as relações entre os sujeitos professor-escola não são tão efetivas isto porque são enfatizadas apenas as interações principalmente em momentos de reuniões. A relação entre professor-pais de alunos é praticamente inexistente e a relação professor-aluno ocorre de maneira mais efetiva, porém contém imperfeições que devem ser corrigidas, segundo o modelo adotado como referencial. Em comparação ao modelo teórico para prática pedagógica do professor, proposto pelo grupo ESSA, os dois professores pesquisados apresentam similaridades em suas práticas pedagógicas, em relação ao modelo adotado. A maior discrepância nas práticas dos dois professores é em relação à classificação do espaço entre os professores e alunos, para o professor 1 há uma nítida separação do espaço, diferentemente do professor 2 que apresentou classificação fraca. Para uma prática pedagógica favorável ao desenvolvimento escolar deve-se buscar o estreitamento das relações entre todos os sujeitos envolvidos, na busca por classificação e enquadramento próximo ao modelo de uma prática pedagógica mista que seja favorável ao sucesso do aluno na escola.

Cette recherche analyse la pénétration des Cultural Studies dans les curricula de deux départements de sociologie francophones : celui de l’Université de Montréal et celui de l’Université du Québec à Montréal. À partir des entretiens conduits auprès de professeurs, mais aussi de l’analyse des curricula inspirée de la théorie développée par B. Bernstein, cette recherche questionne tous les enjeux relatifs à l’introduction d’un nouveau cours ou d’une nouvelle façon de penser dans un département. Il ne s’agit donc pas de conclure sur la forte – ou faible – présence des Cultural Studies dans les programmes, mais plutôt d’expliquer ces variations de présence à partir des caractéristiques sociales, politiques, économiques et même géographiques, propres à chaque département. L’analyse conduite va aussi plus loin en constatant que les Cultural Studies, même si elles ne se sont pas développées à grande échelle au Québec, ont eu un impact sur la façon dont sont abordés les objets sociologiques. / This research analyzes the penetration of cultural studies in the curricula of two French departments of sociology, one at the UdeM and in the other one at the UQAM. From interviews conducted with teachers, but also from the analysis of curricula inspired by the theory developed by B. Bernstein, this research examines all issues related to the introduction of a new course or a new way of thinking in a department. The purpose is not to conclude on the high–or low–presence of cultural studies in the programs, but rather to explain these variations of presence from the social, political, economic and even geographic characteristics that are specific to each department. The conducted analysis goes even further by noting that cultural studies, even if they have not been developed at a large scale in Quebec, have had an impact on how the objects are sociologically discussed.

Cette recherche analyse la pénétration des Cultural Studies dans les curricula de deux départements de sociologie francophones : celui de l’Université de Montréal et celui de l’Université du Québec à Montréal. À partir des entretiens conduits auprès de professeurs, mais aussi de l’analyse des curricula inspirée de la théorie développée par B. Bernstein, cette recherche questionne tous les enjeux relatifs à l’introduction d’un nouveau cours ou d’une nouvelle façon de penser dans un département. Il ne s’agit donc pas de conclure sur la forte – ou faible – présence des Cultural Studies dans les programmes, mais plutôt d’expliquer ces variations de présence à partir des caractéristiques sociales, politiques, économiques et même géographiques, propres à chaque département. L’analyse conduite va aussi plus loin en constatant que les Cultural Studies, même si elles ne se sont pas développées à grande échelle au Québec, ont eu un impact sur la façon dont sont abordés les objets sociologiques. / This research analyzes the penetration of cultural studies in the curricula of two French departments of sociology, one at the UdeM and in the other one at the UQAM. From interviews conducted with teachers, but also from the analysis of curricula inspired by the theory developed by B. Bernstein, this research examines all issues related to the introduction of a new course or a new way of thinking in a department. The purpose is not to conclude on the high–or low–presence of cultural studies in the programs, but rather to explain these variations of presence from the social, political, economic and even geographic characteristics that are specific to each department. The conducted analysis goes even further by noting that cultural studies, even if they have not been developed at a large scale in Quebec, have had an impact on how the objects are sociologically discussed.

Over the past twenty years, the idea that planning and development practices should be ‘sustainable’ has become a key tenet of discourses characterising the field of planning and development. As part of the agenda to balance and integrate economic, environmental and social interests, democratic participatory governance arrangements are frequently purported to be necessary to achieve ‘sustainable development’ at both local and global levels. Despite the theoretical disjuncture between ideas of democratic civic participation, on the one hand, and civic participation as a means to achieve pre-determined sustainability goals on the other, notions of civic participation for sustainability have become integral features of sustainable development discourses. Underpinned by a conceptual and methodological intent to perform an epistemological ‘break’ with notions of civic participation for sustainability, this thesis explicates how citizens are enrolled in the sustainable development agenda in the discourse of policy. More specifically, it examines how assumptions about civic participation in sustainable development policy discourses operate, and unpacks some discursive strategies through which policy language ‘enrols’ citizens in the same set of assumptions around their normative requirement for participation in sustainable development. Focussing in on a case study sustainable development policy document – a draft regional plan representing a case of ‘enrolling the citizen in sustainability’ - it employs three sociological perspectives/methods that progressively highlight some of the ways that the policy language enjoins citizens as active participants in ‘sustainable’ regional planning. As a thesis-by-publication, the application of each perspective/method is reported in the form of an article prepared for publication in an academic journal. In a departure from common-sense understandings of civic participation for sustainability, the first article examines the governmentality of sustainable development policy. Specifically, this article explores how civic community – particularly community rights and responsibilities – are deployed in the policy discourse as techniques of government that shape and regulate the conduct of subjects. In this respect, rather than seeing civic community as a specific ‘thing’ and participation as corresponding to particular types of ‘activities’, this paper demonstrates how notions of civic participation are constructed and mobilised in the language of sustainable development policy in ways that facilitate government ‘at a distance’. The second article begs another kind of question of the policy – one concerned more specifically with how the everyday practices of subjects become aligned with the principles of sustainable development. This paper, therefore, investigates the role of pedagogy in establishing governance relations in which citizens are called to participate as part of the problematic of sustainability. The analysis suggests that viewing the case study policy in terms of relationships of informal pedagogy provided insights into the positioning of the citizen as an ‘acquirer’ of sustainability principles. In this instance, the pedagogic values of the text provide for low levels of discretion in how citizens could position themselves in the moral order of the discourse. This results in a strong injunction for citizens to subscribe to sustainability principles in a participatory spirit coupled with the requirement for citizens to delegate to the experts to carry out these principles. The third article represents a further breakdown of the ways in which citizens become enrolled in ‘sustainable’ regional planning within the language of the case study policy. Applying an ethnomethodological perspective, specifically Membership Categorization Analysis, this article examines the way ‘the citizen’ and ‘civic values and obligations’ are produced in the interactional context of the text. This study shows how the generation of a substantive moral order that ties the citizen to sustainable values and obligations with respect to the region, is underpinned by a normative morality associated with the production of orderliness in ‘text-in-interaction’. As such, it demonstrates how the production and positioning of ‘the citizen’ in relation to the institutional authors of the policy, and the region more generally, are practical accomplishments that orient the reader to identify him/herself as a ‘citizen’ and embrace the ‘civic values and obligations’ to which he/she is bound. Together, the different conceptual and methodological approaches applied in the thesis provide a more holistic picture of the different ways in which citizens are discursively enrolled in the sustainability agenda. At the substantive level, each analysis reveals a different dimension of how the active citizen is mobilised as a responsible agent for sustainable development. In this respect, civic participation for sustainability is actualised and reproduced through the realms of language, not necessarily through applied occasions of civic participation in the ‘taken-for-granted’ sense. Furthermore, at the conceptual and methodological level, the thesis makes a significant contribution to sociological inquiry into relationships of governance. Rather than residing within the boundaries of a specific sociological perspective, it shows how different approaches that would traditionally be applied in a mutually exclusive manner, can complement each other to advance understanding of how governance discourses operate. In this respect, it provides a rigorous conceptual and methodological platform for further investigations into how citizens become enrolled in programmes of government.

Este estudo analisa oito dimensões do currículo, da prática pedagógica e da avaliação, no ano letivo de 2004, em duas turmas de alfabetização de escolas públicas de Porto Alegre – uma Estadual e outra Municipal. O processo de alfabetização numa escola organizada por Séries é comparado com o realizado na escola organizada por Ciclos de Formação. Os resultados encontrados nestas duas práticas são comparados com os resultados obtidos numa prática de alfabetização investigada em 1984 (Veit, 1990), na mesma Escola Estadual. Esta investigação foi baseada na teoria do sociólogo Basil Bernstein (1996, 1998) e inspirada nas definições operacionais de uma pesquisa realizada em Lisboa por Morais et al. (1993). A comparação entre os três contextos educacionais apresentou diferenças acentuadas entre as ideologias de um e de outro sistema de ensino, sendo possível distinguir, na Escola Estadual, uma modalidade de Pedagogia Visível e, na Escola Municipal, uma Pedagogia Invisível. / This study analyzes eight dimensions of the curriculum, of the pedagogic practice and of the evaluation, in the school year of 2004, in two groups of literacy in Porto Alegre public schools’ - a State one and a Municipal one. The literacy process in one school system by “Series” is compared with one school organized by “Ciclos de Formação”. The results found in these two practices are compared with the results obtained in a literacy practice investigated in 1984 (Veit, 1990), in the same State School. This investigation was based upon sociologist Basil Bernstein's theory (1996, 1998) and inspired in the operational definitions of a research accomplished in Lisbon by Morais et al. (1993). The comparison among the three educational contexts presented strong differences between the ideologies of an and of the two different educational systems, being possible to distinguish, in the State School, a modality of Visible Pedagogy and, in the Municipal School, an Invisible Pedagogy.

O presente estudo analisa a influência do Discurso Regulador Geral – DRG - e do Discurso Recontextualizador – DR - na organização dos currículos, da pedagogia e da avaliação no Curso de Enfermagem e no Curso de Direito do Centro Universitário Metodista de Porto Alegre/RS, tomando por base as categorias teóricas de Basil Bernstein. Diretrizes curriculares nacionais, diretrizes SINAES, normas emanadas por agências profissionais e documentos institucionais, dentre outros, foram exaustivamente estudados. Docentes e discentes dos referidos cursos foram entrevistados. Os dados resultantes desses materiais-fonte foram organizados atendendo às categorias bersteinianas de análise. O conjunto de dados e informações sobre cada um dos cursos estudados foi agrupado respeitando características próprias das duas distintas carreiras profissionais. Para cada um dos casos foi traçado um quadro das relações e influências dos discursos e dispositivos sobre seus currículos, pedagogia e avaliação. Nesse movimento e ao mesmo tempo, foram detectadas as características próprias desses cursos emanadas dos espaços de autonomia do contexto da IES. Como resultado das análises realizadas, confirma-se a influência do discurso regulador geral e do discurso recontextualizador sobre o currículo, a pedagogia e a avaliação dos dois cursos analisados. Ao mesmo tempo, destaca-se a construção de um espaço emancipatório que se engendra no cotidiano institucional, uma dinâmica de democracia efetiva alicerçada nos processos participativos desenvolvidos entre gestores, docentes e estudantes. Destaca-se, igualmente, o conceito de brecha discursiva para o entendimento das tensões e contradições dos discursos, porque constitui um campo epistemológico subjetivo que favorece transformações e inovações. O estudo revela que as relações macro e micro-institucionais que se instituem no contexto dos cursos e de instituições específicas são complexas. Para entender tais relações, as categorias existentes na literatura não são suficientes. Novas categorias de análise vieram à luz com este estudo, tais como o Discurso Institucional – DIt; o Discurso da Gestão Institucional – DGI - e a influência do Discurso Teológico de Libertação – DTL. / The present study analyzes the influence of the Regulative Discourse and the Recontextualizing discouse in the organization of curricula, pedagogy and evaluation in the Nursing and Law courses of the Methodist University Center from Porto Alegre/RS; it takes its fundaments from Basil Bernstein’s theory categories. National Curricula Directives, directives of SINAES and the norms coming from Professional Agencies as well as the institutional documents, among other ones, were hardly analyzed. Teachers and students from both courses were interviewed. The whole of the investigated data and the information about each course were put into a group, considering their own characteristics from the two specific professional careers. To each one of the cases it was traced a panel with the relations and influences of the lectures and the devices upon their curricula, pedagogy and evaluation. In this movement and at the same time it was possible to detect the own characteristics of this courses coming from the autonomous spaces in the context of the College Educational Institutions. As a result from the analysis which was carried on it is possible to confirm the influence of the General Lecture Regulator and the Re-context maker Lecture upon the curriculum, the pedagogy and the evaluation of these two courses which were analyzed. At the same time we point out the construction of an emancipation space which is generated in the institutional daily, a dynamics of effective democracy based on a participatory process established among managers, teachers and students. We also emphasize the concept of discursive gap (breach) in order to understand the tenseness and the contradictions of the speeches because it is a subjective epistemological field which supports transformations and innovations. The study reveals that the macro and the micro institutional connections which happen in the context of the courses and in specific institutions are complex. In order to understand these connections the categories that exist in the literature are not enough. New categories have brightened up this study, such as the Institutional Speech - IS, the Institutional Management Speech – IMS - and the influence from the Theological Speech of Liberation – TSL.