Colliding collaboration in student-centred learning in higher education
本文运用伯恩斯坦的分类与框架理论，分析一个以学生为中心的学习案例，质疑其能增强学生参与感、将经验转化为有效知识的假设，发现水平与垂直知识代码形成竞争和碰撞。
The paper deals with the assumption that student-centred learning enhances students’ sense of involvement and facilitates a recontextualization of their experiences into valid knowledge in an academic context. Bernstein’s concepts of classification and framing of knowledge and his distinctions between horizontal and vertical knowledge codes are used to explore these assumptions, focusing on the regulation of educational knowledge in one case of student-centred learning. Based on the results, we problematize the assumption that student-centred learning enhances students’ sense of involvement and gives them power and control over the knowledge production. We also problematize the assumption that student-centred learning in higher education facilitates a recontextualization of students’ former experiences, for example, connected to work practice. The horizontal and vertical knowledge codes ultimately did not meet in the project; instead, the two different discourses formed competing and colliding frameworks.