‘Not everybody walks around and thinks “That’s an example of othering or stigmatisation”’: Identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge

Monica McLean, Andrea Abbas, Paul Ashwin

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This article places itself in conversation with literature about how the experience and outcomes of university education are structured by intersections between social class, ethnicity, gender, age and type of university attended. It addresses undergraduate students’ acquisition of sociological knowledge in four diverse university settings. Basil Bernstein’s concepts of pedagogic identity, pedagogic rights, classification and framing are employed to analyse curriculum and interviews with 31 students over the period of their undergraduate degree. The nature of a sociology-based disciplinary identity is described and illustrated, and it is shown how the formation of this identity gives access to pedagogic rights and the acquisition of valuable capabilities. Addressing the question of whether pedagogic rights are distributed unequally in a stratified university system, it was found that they were not distributed, as might be expected, according to institutional hierarchy. It is argued that the acquisition of university sociological knowledge can disrupt social inequality.

LanguageEnglish
Pages180-197
Number of pages18
JournalTheory and Research in Education
Volume13
Issue number2
Early online date13 Jul 2015
DOIs
StatusPublished - 14 Jul 2015

Fingerprint

stigmatization
pedagogics
sociology
social science
university
university system
university education
social inequality
social class
conversation
ethnicity
student
curriculum
gender
interview
experience

Keywords

  • Basil Bernstein
  • capabilities
  • disciplinary identity
  • pedagogic identity
  • pedagogic rights
  • sociological knowledge
  • university education

Cite this

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