Integration of Bourdieu’s Habitus into Bernstein’s Code
Abstract
This paper aims to sketch dialectically two great sociologists’ views, those of Bernstein and Bourdieu on one canvas so as to increase the transparency in three specialized aspects of education. First, Bernsteinian sociolinguistic dimension of habitus and its relation to cultural reproduction is delineated; second, the educational knowledge and its transmission in accordance with habitus is provided; finally, providing a draft to an interdisciplinary curriculum regarding Bernstein’s verticality and Bourdieu’s subjectivity of knowledge is given. The answer to why it is possible to juxtapose Bernsteinian pedagogy and habitus in one plateau is that while habitus provides a lens for understanding practice and knowledge within the social milieu (Costa and Stahl, 2015), Bernstein explains how this knowledge is classified, and transmitted (1977). Although habitus is a social subjectivity, the integrated curriculum, and not the collected one, provided by Bernstein can supposedly pave the way for this subjectivity to develop in the social milieu of school. Bernstein holds that his work is “complementary” to that of Bourdieu, seeing Bourdieu’s work as an explanation of the “structure of reproduction” and his as the “process of transmission” (1977, p. 14). Complementarily, habitus allows for the study of individual and collective dispositions and also shows how individuals’ perspectives, values, actions, conceptions of hierarchies and social positions are formed (Costa, 2015). Habitus folds and unfolds itself outside and inside school. Accordingly, both these views put an effort to analyse pedagogic pupil.
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DOI: https://doi.org/10.23954/osj.v3i1.1281
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