Power and control in science: a case study of a syllabus for science and technology

Abstract

This article explores the recontextualization of science in the Malawi Standard 6 syllabus for science and technology. It illustrates how relations of power and social control are enacted, using Bernstein’s concepts of classification and vertical and horizontal discourse. The syllabus incorporates five ‘disciplines’: science, technology, health, housecraft and marketing. Integration of science and non-science content weakens inter-disciplinary boundaries. Horizontal discourse is more prevalent than vertical discourse, further weakening access to powerful knowledge inherent in science. Horizontal discourse is particularly evident in housecraft, much of which appears more relevant to future employment than to everyday life in Malawi. Indigenous or local knowledge is validated through its inclusion in the syllabus. The syllabus illustrates Bernstein’s concerns about the adverse effects of including horizontal discourse into vertical discourse, thereby limiting opportunities for social mobility. The article ends by questioning the relevance of Bernstein’s theory of the pedagogic device for developing countries.