The influence of curricula content on English sociology students' transformations: the case of feminist knowledge

Andrea Abbas, Paul Ashwin, Monica McLean

Research output: Contribution to journalSpecial issue

7 Citations (Scopus)
133 Downloads (Pure)

Abstract

Previous research identifies the importance of feminist knowledge
for improving gender equity, economic prosperity and social
justice for all. However, there are difficulties in embedding
feminist knowledge in higher education curricula. Across England,
undergraduate sociology is a key site for acquiring feminist
knowledge. In a study of four English sociology departments, Basil
Bernstein’s theoretical concepts and Madeleine Arnot’s notion of
gender codes frame an analysis indicating that sociology curricula
in which feminist knowledge is strongly classified in separate
modules is associated with more women being personally
transformed. Men’s engagement with feminist knowledge is low
and it does not become more transformative when knowledge is
strongly classified. Curriculum, pedagogy and gender codes are all
possible contributors to these different relationships with feminist
knowledge across the sample of 98 students.
Original languageEnglish
Article numberCTHE1155551
Pages (from-to)442-456
Number of pages15
JournalTeaching in Higher Education
Volume21
Issue number4
Early online date15 Mar 2016
DOIs
Publication statusPublished - 15 Mar 2016

Keywords

  • Gender codes; curriculum; pedagogy; qualitative analysis; academic disciplines

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  • Projects

    PEQ: Pedagogic Quality and Inequality in University First Degrees

    Abbas, A., McLean, M. & Ashwin, P.

    1/11/0831/01/12

    Project: Project at a former HEI

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