ABSTRACT
Sociologists of education, especially social reproduction theorists, according to Bernstein (1990), rarely turn their attention to the analysis of the intrinsic features constituting and distinguishing the specialized form of communication realized by the pedagogic discourse of education. Pedagogic discourse has often been understood as ‘a medium for other voices: class, gender, race’ (Bernstein 1990: 165):
The discourses of education are analyzed for their power to reproduce dominant/dominated relations external to the discourse but which penetrate the social relations, media of transmission, and evaluation of pedagogic discourse . . . what is absent from pedagogic discourse is its own voice.
