Includes bibliographical references (leaves 124-130).Underlying the research is a concern regarding the implications of the nature of pedagogic text for the specialization of student consciousness. The thesis uses a theoretical approach that is grounded on Bernstein’s notions of classification, specialization and knowledge structures. The analysis of the pedagogic texts reveals two contrasting textual modalities: independent and dependent texts. Two differing pedagogic practices emerge: localized and generalized practices. The key differences between these modalities are the strength of the classification of teacher voice and text voice and everyday and scientific knowledge exhibited in pedagogic practice. It is suggested that strong classification of teacher voice and text voice facilitates an orientation to meaning that privileges the authority of written texts over spoken context embedded discourse
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