Abstract
In this paper, we analyse the communication codes in two consecutive meetings of a postgraduate class on career counselling held at the Department of Philosophy-Pedagogy-Psychology of the University of Athens in winter semester of 2017. The basic idea in these meetings was to discuss real-world situations with the help of a teaching framework and short films produced within the context of a European project, called ‘Narrative Resources for Socio-Professional Inclusion’ (NARSPI). The dialogs that followed the presentations were analysed with the help a sociolinguistic framework known as ‘Legitimation Code Theory’ (LCT). The analysis showed that the verbal communication moved from the particularities of the videotaped stories to discipline-specific vocabularies. According to LCT proponents, such moves in the use of language create wavelike forms of communication codes based on different levels of semantic gravity and semantic density. Such ‘sematic waves’ allow new ideas to be integrated into existing ideas and finally legitimise membership and scholarship in an academic field.
Highlights
The purpose of this paper is to analyse the communication codes in two consecutive meetings of a postgraduate class on career counselling and guidance held at the Department of Philosophy-Pedagogy-Psychology of the University of Athens during the winder semester of 2017
We analyse the communication codes in two consecutive meetings of a postgraduate class on career counselling held at the Department of Philosophy-Pedagogy-Psychology of the University of Athens in winter semester of 2017
The theoretical premise for communication codes in education has been postulated by the British sociologist Basil Bernstein, who has based his lifework on the study of the pedagogic practice as message system
Summary
The dialogs that followed the presentation of the videos have been analysed with the help a sociolinguistic framework known as the Legitimation Code Theory (see Maton, 2000, 2007; Maton & Moore, 2010). This framework is based on the sociolinguistic theory of Basil Bernstein (1999) on communication codes in education and on the theory of Pierre Bourdieu on social field (Bourdieu & Passeron, 1977). The use of narrative resources was integrated in the syllabus of the course and participation in the study was not based on the influence of the instructor
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