Learning in cultures of social interaction
Abstract
This paper is concerned with the ways in which the cultures of institutions and the patterns of social interaction within them exert a formative effect on the what and how of learning. The way in which the social relations of institutions are regulated has cognitive and affective consequences for those who live and work inside them. The current state of the art in the social sciences struggles to provide a theoretical connection between specific forms, or modalities, of institutional regulation and consciousness. Attempts which have been made to do so tend not to be capable of generating analyses and descriptions of institutional formations that are predictive of consequences for individuals. At the same time social policy tends not to engage
with the personal consequences of different forms of institutional regulation. I will discuss an approach to making connections between the principles of regulation in institutions, discursive practices and the shaping of consciousness. This approach is based on the work of the British sociologist, Basil Bernstein, and the Russian social theorist, Lev Vygotsky.
Downloads
References
Atkinson, P. (1985). Language, structure, and reproduction: An introduction to the sociology of Basil Bernstein. London, UK: Methuen.
Bakhtin, M.M. (1978). The problem of the text (An essay in the philosophical analysis). Soviet Studies in Literature, 14(1), 3-33. http://doi:10.2753/RSL1061-1975140163
Bakhtin, M.M. (1986). The problem of speech genres (V.W. McGee, Trans.). In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (Series 8, pp. 60-102). Austin, Texas: University of Texas Press. (Reprinted from Éstetika slogesnovo tvorchestva, pp. 192-198, by M.M. Bakhtin, Ed., 1986, Moscow, Russia: Iskusstvo).
Bernstein, B. (1964, November, 27). Letter to Vygotsky’s Widow, Mimeo.
Bernstein, B. (1990). The structuring of pedagogic discourse: class, codes and control (Vol. 4). London, UK: Routledge.
Bernstein, B. (1993). Foreword. In H. Daniels (Ed.), Charting the Agenda: educational activity after Vygotsky (pp. 13-23). London, UK: Routledge.
Bernstein, B. (1996). Pedagogy symbolic control and identity: Theory, research, criticism. London, UK: Falmer Press.
Bernstein, B. (2000). Pedagogy symbolic control and identity: Theory, research, criticism (Rev. ed.). London: Falmer Press.
Daniels, H. (2001). Vygotsky and Pedagogy. London, UK: Routledge.
Daniels, H. (2006). Analysing institutional effects in activity theory: First steps in the development of a language of description. Outlines: Critical Social Studies, 8(2), 43-58. http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/2091
Daniels, H. (2008). Vygotsky and research. London, UK: Routledge
Daniels, H. (2010). The mutual shaping of human action and institutional settings: a study of the transformation of children’s services and professional work. The British Journal of Sociology of Education, 31(4), 377-393. http://doi:10.1080/01425692.2010.484916
Davydov, V.V. (1995). The influence of L. S. Vygotsky on education theory, research, and practice. Educational Researcher, 24(3), 12-21. http://doi:10.3102/0013189X024003012
Diaz, M (2001). The importance of Basil Bernstein. In S. Power, P. Aggleton, J. Brannen, A. Brown, L. Chisholm, L., & J. Mace (Eds.), A tribute to Basil Bernstein 1924-2000 (pp. 114-116). London, UK: Institute of Education, University of London.
Down, CM. (2003). Situated learning: Perceptions of training practitioners of the transfer of competence across workplace contexts (Doctoral dissertation, Royal Melbourne Institute of Technology, Australia). https://researchbank.rmit.edu.au/eserv/rmit:6311/Down_PartA.pdf
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to develop- mental research. Helsinki, Finland: Orienta-Konsultit Oy Publisher.
Engeström, Y. (1996). Development as breaking away and opening up: A challenge to Vygotsky and Piaget. Swiss Journal of Psychology, 55(2), 126–132. http://http://lchc.ucsd.edu/mca/Paper/Engestrom/Engestrom.html
Engeström, Y. (1999a). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge, UK: Cambridge University Press.
Engeström, Y. (1999b). Innovative learning in work teams: Analyzing the cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 377-404). Cambridge, UK: Cambridge University Press.
Engeström, Y. & Sannino, A. (2010). Studies of expansive learning: Foundations, find- ings and future challenges. Educational Research Review, 5(1), 1-24. http://doi:10.1016/j.edurev.2009.12.002.
Fitz, J. (2007). [Review of the book Knowledge, power and educational reform, applying the sociology of Basil Bernstein, by R. Moore, M. Arnot, J. Beck, & H. Daniels]. British Journal of Sociology of Education, 28(2), 273-279. http://www.jstor.org/stable/30036202
Hasan, R. (2001). Understanding talk: Directions from Bernstein’s sociology. Interna- tional Journal of Social Research Methodology, 4(1), 5-9. http://doi:10.1080/13645570010028549
Hasan, R. (2005). Semiotic mediation, language and society: Three exotripic theories-Vygotsky, Halliday and Bernstein. In J. Webster (Ed.), Language, society and con- sciousness: Ruqaiya Hasan (Vol. 1, pp. 55-80). London, UK: Equinox.
Hasan, R. & Cloran, C. (1990). A sociolinguistic study of everyday talk between mothers and children. In M.A.K. Halliday, J. Gibbons, & H. Nicholas (Eds.), Learning keeping and using language (Vol. 1, pp. 104-131). Amsterdam, Netherlands: John Benjamins.
Holland, D., Lachiotte, L., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, Massachusets, USA.: Harvard University Press.
Ivanov, V.V. (1971). Commentary. In L.S. Vigotsky (Ed.), The psychology of art (pp. 265- 295). Cambridge, Massachusetts. USA: MIT Press.
Leont’ev, A. N. (1978) Activity, consciousness and personality. Englewood Cliffs, New Jersey, USA: Prentice Hall.
Van der Veer, R. (1996). The concept of culture in Vygotsky’s thinking. Culture Psychol- ogy, 2(3), 247-263. http://doi:10.1177/1354067X9600200302
Vygotsky, L.S. (1978) Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans.). Cambridge, Mas- sachusets, USA: Harvard University Press. (Reprinted from Разум в обществе, by L.S. Vygotsky, Ed., [ca. 1930-1934], Russia).
Vygotsky, L.S. (1981). The genesis of higher mental functions (J.V. Wertsch, Trans.). In J.V. Wertsch (Ed.), The concept of activity in soviet psychology (pp. 144-188). Armonk: M E Sharp. (Reprinted from Razvitie vysshikh psikhicheskikh funktsii, by L.S. Vigotsky, L.S., Ed., 1960, Moscow, Russia).
Vygotsky, L.S. (1987). Thinking and speech (N. Minick, Trans.). In R.W. Rieber, A.S. Carton, & N. Minick (Eds.), The collected works of L.S. Vygotsky: Problems of general psychology (Vol. 1). New York, USA: Plenum Press. (Reprinted from Sobranie sochine- nii, by L.S. Vygotsky, Ed., 1982, Moscow, Russia: Aksenov).
Wertsch, J.V. (1998). [Review of the book Pedagogy, symbolic control and identity: Theory, research, critique, by B. Bernstein]. Language in Society, 27(2), 257-259. http://doi:10.1017/S0047404500019904
Wertsch, J.V. (2007). Mediation. In H. Daniels, M. Cole, & J.V. Wertsch (Eds.), The Cambridge Companion to Vygotsky (pp. 178-193). New York, USA: Cambridge University Press.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
