WEAK CURRICULUM VS INADEQUATE INSTRUCTION

Weak Curriculum Vs Inadequate Instruction

Curriculum

Weak curriculum

The principle of classification is concerned with “the categories, contents and relationships to be transmitted”, while the principle of framing, refers to “the manner of their transmission” (Bernstein, 1990: 196). The principle of classification thus relates to weak curriculum organization and structural characteristics. Bernstein's emphasis is that it is the boundaries inherent in curricula that provide the structure, but also, far more than that. It is the boundaries that legitimate and reinforce particular weak curriculum/knowledge categories and distinguish one category from another. The principle of classification thus generates so-called “recognition rules” for both “transmitters” and “acquirers” in relation to the specialization of their texts. It is at the heart of defining what lies legitimately within, or conversely, outside certain fields and furthermore, what we recognize as content and organizational possibilities when considering weak curriculum construction and change. When there is “strong classification” boundaries are firm, emphasising the distinctiveness of each specialism. When boundaries between specialist's become blurred or are crossed, classification is said to be weak and considered to be inefffective.

The parallel principle of framing is concerned with weak curriculum “transmission”. It provides the realization rules for the production of pedagogic texts by defining legitimate and illegitimate modes of communication and relationships between transmitter and acquirer (Bernstein, 1990). As with classification, we can refer to relatively strong or weak framing, with roles, relationships and possible modes of communication either firmly defined or in contrast, more flexible. Other chapters within this section show that there has been no shortage of efforts to instigate “new” or “alternative” approaches to teaching characterized by weaker framing (Bernstein, 1990, 1996). Yet, as discussed below, the multi activity weak curriculum model remains firmly in place (entrenched) as the dominant model, privileging, legitimating and reproducing the dominance of ...