Acquiring the Means of Acquisition: is pedagogic practice a crucial variable?

Open Access
Publisher Website
Google Scholar
Abstract
The study of curriculum has refocused within a broad conception of pedagogy. Emphases on the contextual constraints upon and effectiveness/improvement of pedagogical processes have both characterised and limited the literature. A refocusing which highlights the centrality of student acquisition of the means of acquiring knowledge within a Bernsteinian framework of pedagogic discourse is argued as a way forward for both theory and practice.