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

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The influence of curricula content on English sociology students’ transformations: the case of feminist knowledge. / Abbas, Andrea; Ashwin, Paul William Hamilton; McLean, Monica.
In: Teaching in Higher Education, Vol. 21, No. 4, 2016, p. 442-456.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Abbas, A, Ashwin, PWH & McLean, M 2016, 'The influence of curricula content on English sociology students’ transformations: the case of feminist knowledge', Teaching in Higher Education, vol. 21, no. 4, pp. 442-456. https://doi.org/10.1080/13562517.2016.1155551

APA

Abbas, A., Ashwin, P. W. H., & McLean, M. (2016). The influence of curricula content on English sociology students’ transformations: the case of feminist knowledge. Teaching in Higher Education, 21(4), 442-456. https://doi.org/10.1080/13562517.2016.1155551

Vancouver

Abbas A, Ashwin PWH, McLean M. The influence of curricula content on English sociology students’ transformations: the case of feminist knowledge. Teaching in Higher Education. 2016;21(4):442-456. Epub 2016 Mar 16. doi: 10.1080/13562517.2016.1155551

Author

Abbas, Andrea ; Ashwin, Paul William Hamilton ; McLean, Monica. / The influence of curricula content on English sociology students’ transformations : the case of feminist knowledge. In: Teaching in Higher Education. 2016 ; Vol. 21, No. 4. pp. 442-456.

Bibtex

@article{d939ef673f034948b10815c3799bf7b7,
title = "The influence of curricula content on English sociology students{\textquoteright} transformations: the case of feminist knowledge",
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.",
keywords = "Gender codes, , curriculum;, pedagogy, qualitiative analysis, academic disciplines",
author = "Andrea Abbas and Ashwin, {Paul William Hamilton} and Monica McLean",
year = "2016",
doi = "10.1080/13562517.2016.1155551",
language = "English",
volume = "21",
pages = "442--456",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - The influence of curricula content on English sociology students’ transformations

T2 - the case of feminist knowledge

AU - Abbas, Andrea

AU - Ashwin, Paul William Hamilton

AU - McLean, Monica

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

KW - Gender codes,

KW - curriculum;

KW - pedagogy

KW - qualitiative analysis

KW - academic disciplines

U2 - 10.1080/13562517.2016.1155551

DO - 10.1080/13562517.2016.1155551

M3 - Journal article

VL - 21

SP - 442

EP - 456

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 4

ER -