Regulative discourse, ritual and the recontextualising of education policy into practice

This paper uses Bernstein's notion of recontextualising to consider pedagogic proposals set out in South African school national curriculum policy and the take up of these in classroom practice. For this purpose a data set of video recordings, field notes and learning materials was analysed of 38 Grade 3 mathematics lessons in schools serving poor communities in the Western Cape province of South Africa. Curriculum policy for Foundation Phase numeracy since 2008 has placed great emphasis on small-group teaching and the use of pedagogic strategies aimed at encouraging differentiation in teachers' engagement with learners. Analysis of the data suggests that while there is some degree of differentiation, strong countervailing tendencies towards a communalising pedagogy are apparent. These are supported by deeply embedded, sedimented pedagogic regularities or rituals which give shape and dimension to regulative discourse as a key determinant of recontextualising. Policy initiatives become incorporated into classroom life in ways that prevent or minimise disruption of existing social relations in the classroom and dominant forms of authority. While the study is located in one region in South Africa the conclusions have relevance to other contexts which grapple with the complexities of policy implementation in giving effect to educational reform.