Pedagogic discourse, its contents and modernisation in China : a case study of Jiaoyu Yanjiu (1978-1993)
Based on the theory of pedagogic discourse developed by Bernstein, this thesis proposes a framework to analyse the relationship between the production of intellectual discourse and the Chinese State. The framework is developed on the basis of the theory of the pedagogic device developed by Bernstein and a comparison of the theoretical approaches adopted by Bernstein, Bourdieu and Foucault. The thesis then identifies three different dominant ideological positions in China between 1949 and 1993. They are, namely, traditional collectivism (before the Cultural Revolution), radical collectivism (during the Cultural Revolution) and regulated individualism (after the Cultural Revolution). The empirical work is a study of the most important education journal, jiaoyu Yanjiu (Educational Research) published by the Central Institute of Educational Research. The journal was created in 1978 by the Institute to support the new education reform initiated as part of the Post Cultural Revolution reform in China. Two major empirical studies are conducted. The first analysis is on the editorials published by the journal. The second analysis is on the papers published by the journal on moral education. Essentially, the paper argues that the reform policy in China introduced by the Chinese Government in 1978 had necessitated a fundamental shift in what constituted the core elements of the dominant ideological positions of the State. This involves certain elements of autonomy introduced to the intellectual field. But the exercise of the newly granted freedom is conditional. This fundamental shift led to a shift in the modality of controlling the intellectual field exercised by the State and has an effect upon the ways in which educational theories are produced and reported in the journal.