The use and value of Bernstein's work in studying (in)equalities in undergraduate social science education

Monica McLean, Andrea Abbas, Paul Ashwin

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

This paper illustrates how critical use of Basil Bernstein's theory illuminates the mechanisms by which university knowledge, curriculum and pedagogy both reproduce and interrupt social inequalities. To this end, empirical examples are selected from the findings of the ESRC-funded project 'Pedagogic Quality and Inequality in University First Degrees' (RES-062-23-1438, November 2008-January 2012). The project investigated sociology-related social science degrees in four social science departments in universities in different positions in influential UK higher education league tables. A Bernsteinian lens throws fresh light on how university education might contribute to a more egalitarian society.

Original languageEnglish
Pages (from-to)262-280
Number of pages19
JournalBritish Journal of Sociology of Education
Volume34
Issue number2
Early online date13 Aug 2012
DOIs
Publication statusPublished - Mar 2013

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equality
social science
university
university education
pedagogics
social inequality
Values
education
sociology
curriculum
Society

Keywords

  • Bernstein
  • inequality
  • quality
  • social science degrees
  • university education

Cite this

The use and value of Bernstein's work in studying (in)equalities in undergraduate social science education. / McLean, Monica; Abbas, Andrea; Ashwin, Paul.

In: British Journal of Sociology of Education, Vol. 34, No. 2, 03.2013, p. 262-280.

Research output: Contribution to journalArticle

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