‘Partially visible pedagogy’ in helping children with their homework. An analysis of afterschool educational situations

Abstract

This paper analyses a number of activities within the framework of an afterschool initiative aimed at helping children with their
homework. Basil Bernstein’s distinction between visible and invisible pedagogy is adopted in offering a number of points of
reflection on the nature and function of school homework, as well as on the significance of the context and on the support strategies
deployed by adults.