B. バーンスティンの〈教育〉論の大学教育改革研究への応用可能性

抄録

 This study aimed to demonstrate the usefulness of Bernstein's sociological theory of pedagogy in research on higher education reforms. Although government-led university reforms are often assumed to have little or even undesirable effects on teaching and learning, accumulating empirical evidence supporting this assumption is challenging. This difficulty is attributed to the effects of educational reform transforming within the institutional context of higher education. However, a theoretical framework capable of capturing this transformation is lacking. Suitably, Bernstein's sociological theory of pedagogy offers a perspective that links the micro and macro levels by focusing on the process through which power is translated from the macro to the micro level. This perspective enables researchers to connect changes observed in teaching and learning settings with the power relationships embedded in the discursive and knowledge-producing arenas of higher education reform.