This article sets out to explore the relevance of Bernstein's work on horizontal and vertical discourses (Bernstein, 1996) for understanding the nature of the school literacy curriculum and its relationship to literacy practices in the wider community. It takes issue with some of the political strategies currently advocated within British New Literacy Studies and seeks to re-invigorate attention to schooled literacy as an object of study in its own right.
No takes yet. Share an insight, caveat, or question.
Gemma Moss (2001) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: