According to Bernstein (2004), the two main types of pedagogies- traditional and progressive are not neutral but based on the social class assumptions and interest. Firstly I will discuss the difference between the two modes of visible and invisible pedagogies. Secondly I will discuss the social assumptions of visible and invisible pedagogies. Lastly I will discuss the implications of the visible and invisible pedagogies for education practice.
According to Bernstein (2004), visible pedagogy is created by explicit hierarchy, explicit sequencing rules and explicit and specific criteria, whereas invisible pedagogy is created by implicit hierarchy, implicit sequencing rules and implicit criteria (Bernstein, 2004:202). Visible and invisible pedagogies …show more content…
In adopting a different approach to the analysis of invisible pedagogies, Bernstein distinguished between economic and symbolic assumptions. Bernstein highlights the relatively high material economic costs of the space of an invisible pedagogy, compared to those of a visible pedagogy. This is because an invisible pedagogy presupposes considerable freedom of movement on the part of the child. Bernstein argues that the spatial requirements of an invisible pedagogy are too great in situations where there are many family members confined to a small space, as is the case for many working class and lower working class families, including disadvantaged families of minority ethnic groups (Bernstein 2004:204). In the context of symbolic assumptions, Bernstein notes that the rules whereby space is constructed, marked and ordered contain implicit cognitive and social messages (Bernstein …show more content…
The control of the teacher over the students is apparent. The teacher’s role in learning is central and becomes the transmitter of knowledge and controller of the activity. If a teacher frames transmission strongly, then the learner is placed in a subordinate power position to the teacher’s super-ordinate position. The implication of invisible pedagogy in education practice is that Children who find themselves in a well-structured learning environment will know that they can follow their own interests. That is, an environment that provides welcoming and stimulating areas to promote the development of critical thinking skills, foster awareness and provide the support to strengthen, expand and deeper learning, and is clearly visible. Children take on the role of agents in their own learning, when their learning environment is well structured, affectionate, and stimulating. An environment like this may foster children’s independence and promote
According to Bernstein (2004), visible pedagogy is created by explicit hierarchy, explicit sequencing rules and explicit and specific criteria, whereas invisible pedagogy is created by implicit hierarchy, implicit sequencing rules and implicit criteria (Bernstein, 2004:202). Visible and invisible pedagogies …show more content…
In adopting a different approach to the analysis of invisible pedagogies, Bernstein distinguished between economic and symbolic assumptions. Bernstein highlights the relatively high material economic costs of the space of an invisible pedagogy, compared to those of a visible pedagogy. This is because an invisible pedagogy presupposes considerable freedom of movement on the part of the child. Bernstein argues that the spatial requirements of an invisible pedagogy are too great in situations where there are many family members confined to a small space, as is the case for many working class and lower working class families, including disadvantaged families of minority ethnic groups (Bernstein 2004:204). In the context of symbolic assumptions, Bernstein notes that the rules whereby space is constructed, marked and ordered contain implicit cognitive and social messages (Bernstein …show more content…
The control of the teacher over the students is apparent. The teacher’s role in learning is central and becomes the transmitter of knowledge and controller of the activity. If a teacher frames transmission strongly, then the learner is placed in a subordinate power position to the teacher’s super-ordinate position. The implication of invisible pedagogy in education practice is that Children who find themselves in a well-structured learning environment will know that they can follow their own interests. That is, an environment that provides welcoming and stimulating areas to promote the development of critical thinking skills, foster awareness and provide the support to strengthen, expand and deeper learning, and is clearly visible. Children take on the role of agents in their own learning, when their learning environment is well structured, affectionate, and stimulating. An environment like this may foster children’s independence and promote