Sociological knowledge and transformation at ‘Diversity University’

Jenkins, Celia and Barnes, Caroline and McLean, Monica and Abbas, Andrea and Ashwin, Paul (2017) Sociological knowledge and transformation at ‘Diversity University’. In: Socially just pedagogies, capabilities and quality in higher education: global perspectives. Palgrave studies in global citizenship education and democracy . Palgrave MacMillan, Basingstoke, pp. 45-67. ISBN 9781137557858

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Abstract

Diversity University’ is a large university in London, UK, which appears in the bottom-third of national league tables and provides education for poorer students, often from ethnic minority groups. The Sociology Department at Diversity was the focus of research exploring quality and inequality in undergraduate degrees and here, with concrete examples, we discuss how its curriculum and pedagogy can be conceptualised as socially just. Concepts drawn from the work of the sociologist of education Basil Bernstein are employed to justify challenging students to make the necessary effort to bring difficult, abstract sociological knowledge into juxtaposition with everyday problems of life and society. In this way, tutors offer a quality of education that is equivalent to any in high-status universities;and, by way of knowledge acquisition, support relatively disadvantaged students to access what Bernstein calls ‘pedagogic rights’ to individual enhancement, social inclusion and political participation.

Item Type: Book Section
Additional Information: Celia Jenkins, Caroline Barnes, Monica McLean, Andrea Abbas, Paul Ashwin, Sociological knowledge and transformation at ‘Diversity University’, 2017 Palgrave Macmillan reproduced with permission of Palgrave Macmillan. This extract is taken from the author's original manuscript and has not been edited. The definitive, published, version of record is available here: http://www.palgrave.com/de/book/9781137557858
Keywords: Socially-just pedagogies, Higher education teaching and learning, Curriculum, Bernstein
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1057/978-1-137-55786-5
Depositing User: McLean, Monica
Date Deposited: 09 Jan 2017 09:31
Last Modified: 10 Jan 2017 17:19
URI: http://eprints.nottingham.ac.uk/id/eprint/39665

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