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  • BernsteinT_and_R_McLeanOct2014FINAL_rc_editsmmresp

    Rights statement: The final, definitive version of this article has been published in the Journal, Theory and Research in Education, 13 (2), 2015, © SAGE Publications Ltd, 2015 by SAGE Publications Ltd at the Theory and Research in Education page: http://tre.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

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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.

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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. / McLean, Monica; Abbas, Andrea; Ashwin, Paul.

In: Theory and Research in Education, Vol. 13, No. 2, 07.2015, p. 180-197.

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@article{11ded9c688fb4e0ba6785ec6bdcd74ce,
title = "Not everybody walks around and thinks “That{\textquoteright}s an example of othering or stigmatisation{"}: identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge.",
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{\textquoteright} acquisition of sociological knowledge in four diverse university settings. Basil Bernstein{\textquoteright}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. ",
keywords = "Basil Bernstein, capabilities, disciplinary identity, pedagogic identity , pedagogic rights, sociological",
author = "Monica McLean and Andrea Abbas and Paul Ashwin",
note = "The final, definitive version of this article has been published in the Journal, Theory and Research in Education, 13 (2), 2015, {\textcopyright} SAGE Publications Ltd, 2015 by SAGE Publications Ltd at the Theory and Research in Education page: http://tre.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/ ",
year = "2015",
month = jul
doi = "10.1177/1477878515593887",
language = "English",
volume = "13",
pages = "180--197",
journal = "Theory and Research in Education",
issn = "1477-8785",
publisher = "SAGE Publications Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - Not everybody walks around and thinks “That’s an example of othering or stigmatisation"

T2 - identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge.

AU - McLean, Monica

AU - Abbas, Andrea

AU - Ashwin, Paul

N1 - The final, definitive version of this article has been published in the Journal, Theory and Research in Education, 13 (2), 2015, © SAGE Publications Ltd, 2015 by SAGE Publications Ltd at the Theory and Research in Education page: http://tre.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

PY - 2015/7

Y1 - 2015/7

N2 - 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.

AB - 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.

KW - Basil Bernstein

KW - capabilities

KW - disciplinary identity

KW - pedagogic identity

KW - pedagogic rights

KW - sociological

U2 - 10.1177/1477878515593887

DO - 10.1177/1477878515593887

M3 - Journal article

VL - 13

SP - 180

EP - 197

JO - Theory and Research in Education

JF - Theory and Research in Education

SN - 1477-8785

IS - 2

ER -