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Martin&Rose(20051 also apply Bernstein'S concepts of classification andflaming in the examination of the teaching and learning cycle in the genre pedagogy.CIassification and flaming are developed as conceptual tools for identifying differenttypes of pedagogy.The two concepts refer respectively to categorical relationships andpedagogical relationships.Bernstein(1975:88)defines classification asthe degree ofboundary maintenance between contents.Where classification is s~ong,the boundarybetween categories is clearly marked and highly insulated.Where it is weak,the levelof insulation becomes low and the dividing line blurred.Classification provides thebasic structure of curriculum,whereas flaming takes control of the basic structureof pedagogy.Bernstein(1975:89)defines framing as“the strength of the boundarybetween what may be transmitted and what may not be transmitted in the pedagogicalrelationship”.Where flaming is strong,the degree of teacher control is high and studentsare left with limited options.Where it is weak,the boundary of pedagogical relationshipis less marked and students are left with more options in the control of what is taught and leamed.The genre approach is designed to provide varying degrees of classification and flaming from phase to phase for the purpose of establishing an authoritative and empowering pedagogy.For example.weak classification and flaming dominatee first part of the Deconstruction stage as teachers brainstorm students to open up the field and the context of the genre.Students are given freedom to express their ideas aboutthe topic.Then classification and flaming strengthen with the introduction of a modeltext.Here the teacher exercises more control in the classroom when he provides,explicitinstruction about the genre of the model text