Abstract:

The phenomenon of cultural reproduction has foregrounded inequity in educational results as a social fact. Although Basil Bernstein argues that this phenomenon is rooted in students’ coding orientations that regulate the practice of rules of recognition and realization, the influence of code theory has been gradually declining mainly due to its numerous jargons. Considering this constraint, this article sets out to illustrate the interplay of rules of recognition, rules of realization, classification, framing and coding orientation in simple descriptions in order to stimulate further empirical studies. We further argue that this interplay is geared by rules of inner logic embedded within coding orientation, classification and framing. As this inner logic is systematically correspondent with the inner logic of an elaborated code, this situation situates high SES students in a privileged position in learning. Unfortunately, a restricted code doesn’t have this connection, so that it is difficult for low SES students to generate excellent performance. The principle of inner logic provides us with a gateway for improving inequity in educational results.

Key words: classification, framing, coding orientation, rules of recognition, rules of realization, inner logic