Submitted at the University of London, April 1981. PhD awarded September 1981, in the Faculty of Education (pp. 323, typescript A4).

Contents:

Abstract, p. 2.

Acknowledgements, p. 5.

Introduction, p. 6.

1) Searching for theoretical perspectives:

1 The historical perspective, 12

2 The anthropological perspective, 19

3 New conceptualizations: classification and framing:

(i) socio-cultural transmission, 25

(ii) production and transmissions, 36

2) Engaging in the field:

1 Sensitization and preliminaries, 50

2 Methodology and problems, 33

3 Making sense of the data, 57

3) Aspects of Sarawak's changing social structure:

1 Introduction, 61

2 Political, 64

3 Demographic, 70

4 Economic, 80

5 Educational, 89

4) The research area:

1 Introduction: physical features, 102

2 The people and their kampongs, 105

3 The economy,121

4 Schooling,128

5) Community: integrated code transmissions and production:

1 Introduction,143

2 Code and codings of transmissions, 147

3 Aspects of infancy and early childhood, 154

4 Invisible pedegogy - space, time and control (C-F), 163

5 Codes of production and socio-cultural transmissions, 172

6) Primary school: collection code transmissions:

1 Code, codingsand visible pedagogy (+C+F), 179

2 Aspects of social context, 181

3 Space, 193

4 Time, 201

5 Control, 212

7) Secondary school: collection code transmissions:

1 Code and codings, 220

2 Aspects of the social context, 224

3 Positional structure and transmission field, 233

4 Curriculum (++C), 238

5 Pedagogy (++F), 242

6 Evaluation (++C++F), 247

Conclusion: Change, conflict and contradiction, 258

Appendices:

A General rules for students, 277

B Pupil record card, 281

C School and community research project, 285

D Integrated codes and social order, 288

E The Padawan Development Scheme (1957-1963), 296

Reference and notes, p. 304. Bibliography, pp. 316-323

Abstract:

The theoretical exploration attempts to explain the structure, and the changes in the structure, of socio-cultural transmissions between a socially unstratified cognatic social structure and different levels of schooling. Using models based on Bernstein's concepts of classification and framing, it is argued that the village communities have integrated codes of socio-cultural transmissions and production. Between the two categories of transmission and production, a simple systematic relationship exists. Egalitarian relations are shown to typify Bidayuh society and to constitute the dominant socio-cultural category reproduced by the transmission code. Schooling as an intrusive social institution is relatively autonomous of production. It is shown that the socio-cultural transmissions of schooling are based on a collection code, which reproduces inegalitarian relations. This reproduction was initially a refraction of alien British society and culture; but latterly became a reflection of local communal ethnicity as socio-historical formations and Malaysia's national ideology (Rukun Negara). These reflections are affected by development capitalism, Chinese economic power, Malay political power and Melanau political leadership. The school's collection code is in conflict with and contradictory to the integrated codes of Bidayuh village communities, and whilst inhibiting successful schooling, it also precipitates social deregulation of the person. Additionally, the relative autonomy of schooling and its extended systematic relationship with modes of production in Sarawak are potential social de-regulators of the person for the majority in a complex social structure with few common values. A general conclusion is that schooling will remain a serious threat to social order and that the policy of promoting national unity and a national culture through schooling is not likely to succeed.