Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

Classroom Structuration and the Development of Social Representations of the Curriculum

Ivinson, Gabrielle Mary and Duveen, Gerard 2005. Classroom Structuration and the Development of Social Representations of the Curriculum. British Journal of Sociology of Education 26 (5) , pp. 627-642. 10.1080/01425690500293603

Full text not available from this repository.


The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology. Twelve classrooms took part and ethnographic investigations were employed to compile a typology of recognition and realisation rules to map the range and type of curriculum structuration in each. Children's representations of the curriculum were investigated through specially designed tasks. Findings showed that as children gained experience of schooling they constructed more elaborate social representations of the curriculum regardless of the pedagogic mode and that classroom structuration became a feature of the junior rather than the infant children's representations. Older children in classrooms with performance pedagogies had two classifications for recognising classroom culture, while those in classrooms with mixed and competence pedagogies did not.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: L Education > L Education (General)
Publisher: Routledge
ISSN: 0142-5692
Last Modified: 19 Mar 2016 22:06

Citation Data

Cited 20 times in Google Scholar. View in Google Scholar

Cited 18 times in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item Edit Item