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Table 11 also illustrates another system in pedagogic relations, PARTICIPATION.
Pedagogic activity (field) is negotiated by pedagogic relations (tenor).
Pedagogic relations comprise the interpersonal dimension of pedagogic register.
What is solicited, presented, evaluated, perceived, thought and felt in pedagogic relations are meanings.
Pedagogic modalities phase together pedagogic relations, activities and knowledge, as classroom discourse.
In classroom discourse, pedagogic relations are enacted as teacher/learner exchanges.
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The structure of the pedagogic relation is tacitly recognised by all teachers and students.
This contrast is conditioned by the assymetric authority inherent in the pedagogic relation.
Their textual organisation can be interpreted as managing the pedagogic activity, and their interpersonal patterns as managing the pedagogic relation.
The term is adopted from Bernstein who uses it to generalise teaching/learning relations from a sociological perspective: "The relationship basic to cultural reproduction or transformation is essentially the pedagogic relation, and the pedagogic relation consists of transmitters and acquirers".
Bernstein is concerned with "the fundamental logic of any pedagogic relation", which he regards as "essentially, and intrinsically, an asymmetrical relation".
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