Basil Bernstein's Analysis of Remote Learning Practices as Pedagogical Devices

The article is philosophical in nature, arguing that the praxis of RLP as a pedagogical method is consistent with Basil Bernstein's philosophy. It departs from the premise that the RLP and pedagogical practice (visible and invisible) are inseparable. The RLP is philosophically supported by types of symbolic control as regulators of cultural reproduction and change. COVID-19 has had an extraordinary influence on educational institutions, and for teaching and learning to continue, schools have had to implement Remote Learning Practices (RLPs). RLPs at the pre-primary level are heavily impacted by the milieu in which the school is located. The implementation of RLPs had its obstacles; it introduced a whole new educational framework, which revealed new problems. These difficulties must be unpacked and analysed to be comprehended. The basic assumption of this article is that the idea of RLP may be unpacked, analysed, and recreated via the lens of Basil Bernstein's categorization and framing framework. The concepts of categorization and framing are relevant for analysing transmitting agencies.