Work‐based higher degrees: responding to the knowledge needs of chemical engineers

Winberg, Christine

doi:10.1080/13639080701650131

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Significant research has been undertaken using Bernstein's theorization of knowledge discourses and structures, especially in Math education (Lerman et al 2003 is, but one example) but also in sites such as vocational education (Young 2006) and craft knowledge (Gamble 2004). His theorization of discursive planes has been less utilized, a rare and sensitive exception being a study in engineering education (Winberg 2007). Bernstein's work on knowledge structures has been critiqued, extended and elaborated by other scholars (such as Maton 2000and Luckett 2009).…”

Section: Bernsteinian Frameworkmentioning

confidence: 99%

Educational technology – mapping the terrain with Bernstein as cartographer

Czerniewicz

2010

Computer Assisted Learning

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Abstract:This paper uses the literature of educational technology as the site of analysis in order to map the field of educational technology. Having considered Kuhn and Bourdieu's theories, the paper frames the analysis of the field in Bernsteinian terms as a horizontal knowledge structure in a vertical knowledge discourse. Using the concepts of interacting discursive planes, the paper maps the field in terms of its general approach planes and its problem planes. Finally, the paper shows that researchers in the field themselves acknowledge its weak grammar, and calls for commensurability of approaches to be acknowledged in order for robust knowledge to be developed and the legitimacy of the field to be enhanced.

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Section: Bernsteinian Frameworkmentioning

confidence: 99%

Educational technology – mapping the terrain with Bernstein as cartographer

Czerniewicz

2010

Computer Assisted Learning

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“…We can perceive such a process in engineering, where (inter alia) mechanical, structural, civil and chemical engineering share some common ground but are orientated towards the (for example) industrial requirements of manufacturing, construction and the energy industries. Discussions of Chemical engineering (Winberg 2007) and 'Mechatronics engineering' (Wolff and Luckett 2013) illustrate how engineering knowledge is strongly influenced by practice and new knowledge developments in industry, suggesting that professional engineering education involves the appropriation, combination and transformation of knowledge from a range of origins. Thus, although the broader classical region of engineering can still be identified, maintaining proximity to its parent singulars in the sciences, 'engineering' can also be conceptualised as a set of regions which maintain a degree of classification from each other and proximity to technical developments in the practice of their respective sub-fields.…”

Section: Proximity Between Regionsmentioning

confidence: 99%

Regions and their relations: sustaining authoritative professional knowledge

Hordern

2014

Journal of Education and Work

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The development and iteration of a body of professional knowledge appropriate to the demands of practice is a central concern of studies of professional education and work. This article concentrates on Bernstein's notion of the 'region' of professional knowledge, identifying regions as complex socio-epistemic entities into which forms of knowledge are appropriated and transformed to meet the requirements of practice. In order to better understand the constitution of professional knowledge, there is a need to conceptualise how knowledge is recontextualised between regions, disciplinary 'singulars', and professional practice. Two variables, proximity and dominance, are introduced to illustrate how relations between regions, singulars and practice may vary, with implications for what is recontextualised into regions. In some professions, there are pressures for greater proximity between regions as a consequence of changes in work practices, while in others there is the potential for the dominance of recontextualisation processes by market and bureaucratic logics. It is suggested that actors within regions need to find ways to maintain authority over professional knowledge while avoiding the risks of control by bodies ill-equipped to maintain knowledge validity. The analysis provides a lens through which to view developments in the knowledge bases of professional, or professionalising, occupations, and concomitant changes in professional education.

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Work‐based higher degrees: responding to the knowledge needs of chemical engineers

Cited by 2 publications

References 16 publications

Educational technology – mapping the terrain with Bernstein as cartographer

Educational technology – mapping the terrain with Bernstein as cartographer

Regions and their relations: sustaining authoritative professional knowledge

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