ABSTRACT
This chapter provides an account only of the data drawn from the working-class context. It focuses on continuities and shifts from C2005, exploring the instructional and regulative features of four classrooms. The interest, following the review of C2005 and implementation of the NCS, is whether and how students gain access to formal school knowledge. Everyday knowledge, emphasized in the progressive and learner-centred agenda, had persistently framed the way to empower learners and facilitate their access to school knowledge. The analysis finds that a 'communalizing pedagogy' persisted in classrooms under the NCS curriculum regime, and students were exposed to everyday knowledge at the expense of the specialized knowledge of subjects. The research on which the chapter is based forms part of a broader tradition of classroom research that attempts to produce a sharper delineation of the mechanisms through which classroom processes engender social reproduction (and interruption).
