Classifying minds, framing well-being: Bernstein's sociolinguistic theory and the promotion of mental health in inclusive schools

Document Type

Book Chapter

Source of Publication

Building Mental Resilience in Children: Positive Psychology, Emotional Intelligence, and Play

Publication Date

8-9-2024

Abstract

This chapter focuses on Basil Bernstein's sociolinguistic theory, emphasizing classification and framing, to provide a comprehensive framework for understanding the organization and transmission of knowledge within educational settings. It examines the implications of this theoretical perspective on pedagogic practices and curriculum design, particularly in inclusive schools. The study scrutinizes how knowledge structure impacts students' mental well-being, self-esteem, and confidence. By exploring both visible and invisible curricula, the chapter reveals how educational practices influence students' mental health. Employing a qualitative approach, the chapter synthesizes literature reviews, case studies, and key milestones in educational history. It establishes a theoretical foundation for understanding how classification and framing in education can promote mental health outcomes. Practical recommendations for educators and policymakers are provided to create supportive, inclusive learning environments that nurture students' mental well-being, resilience, and positive connections to learning. This theoretical framework contributes to informed decision-making, advocating for inclusive practices for students with special needs.

ISBN

[9798369383148, 9798369383124]

ISSN

2329-5937

Publisher

IGI Global

First Page

84

Last Page

119

Disciplines

Education

Keywords

Sociolinguistic theory, Inclusive schools, Educational practices, Mental health outcomes, Supportive learning environments

Scopus ID

85203481691

Indexed in Scopus

yes

Open Access

no

Link to Full Text

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