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

Abbas, Andrea and Ashwin, Paul William Hamilton and McLean, Monica (2016) The influence of curricula content on English sociology students’ transformations:the case of feminist knowledge. Teaching in Higher Education, 21 (4). pp. 442-456. ISSN 1356-2517

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    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.

    Item Type: Article
    Journal or Publication Title: Teaching in Higher Education
    Uncontrolled Keywords: Gender codes, ; curriculum; ; pedagogy ; qualitiative analysis ; academic disciplines
    Subjects:
    Departments: Faculty of Arts & Social Sciences > Educational Research
    ID Code: 78756
    Deposited By: ep_importer_pure
    Deposited On: 24 Mar 2016 16:00
    Refereed?: Yes
    Published?: Published
    Last Modified: 21 Sep 2017 01:27
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/78756

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