1982 年 37 巻 p. 5-19,en233
The author presents a conceptual framework for the analysis of distribution forms of knowledge and “negotiation” processes between teachers and students in the school instead of a “black-box” view of schooling.
The analysis based on the interpretative paradigm has several implications for the direction along which researchers should proceed. First, educational knowledge is, as B. Bernstein says, a major regulator of the structure of schooling experiences. Second, the hidden curriculum determines the mode of the transmission of educational knowledge and the forms of knowledge by which students are socialized in terms of the legitimation of symbolic control. Third, major implication of this idea is that this framework would give us a possibility of articulating micro- and macro-levels of analysis, if researchers concerned with sociology of schooling pay more attention to the organizational socialization processes regulated by the hidden curriculum, despite the relative lack of empirical studies under existing circumstances.