Learning and teaching undergraduates sociology-based social science: a Bernsteinian view

1. Learning and teaching undergraduates sociology-based social science: a Bernsteinian view SEDA Fellowship Annual CPD Event in Bristol, November 13th 2013 Funded by:

2. ‘Pedagogic quality and inequality in university first degrees’ ESRC-funded project 2008-2012 Investigators: Monica McLean (University of Nottingham), Andrea Abbas (University of Lincoln) and Paul Ashwin(Lancaster University) Funded by:

3. The research focus and sites Curriculum and pedagogy in sociology-related social science degree undergraduate courses in four universities: Prestige and Selectiveregularly rated in the top third of university league tables; Communityand Diversity regularly rated in the bottom third.

4. Structure • Overview of project • Bernstein’s lens on the effects of curriculum and pedagogy • Teaching mediates a ‘specialised pedagogic identity’ (shaped by discipline) and access to the development of personal capabilities.

5. Pedagogic Quality and Inequality in University First Degrees: Origins: challenge to ‘quality’ and league tables and the tendency of Bourdieuian analyses Aim: to theorise ‘just’ teaching and learning Objectives: (1) to explore the value for students of social science degrees in different universities; (2) to investigate (in)equities in curriculum and pedagogy; and (3) to contribute to debates about pedagogic quality.

6. Insights: high quality= what is viewed as valuable • The value of undergraduate social science education for individuals and society. • The nature of, access to and the distribution of the value of social science undergraduate education. • How the value of undergraduate social science be preserved and strengthened.

7. Is undergraduate social science knowledge unequally distributed? Basil Bernstein’s theory • Knowledge creates relationships between inner and outer worlds. • Education distributes knowledge unequally, according to society’s hierarchies by embedding ‘codes’ (restricted or elaborated). • In formal education, code is conveyed by ‘classification’ of the curriculum (what) and ‘framing’ of pedagogy (how). • Code projects ‘pedagogic identities’ which open-up/close down access to ‘pedagogic rights’

8. Generating, analysing and interpreting data sets • C. 160 biographical and longitudinal student interviews; • 31 longitudinal student case studies • Interviews with seminar tutors and lecturers (16); • 12( 3x4) videos of seminars; • Survey of c. 750 students; • Students’ work each year (+focus group); • Analysis of curriculum, institutional and national data; • Field notes; • Statistical data. ‘languages of description’-internal and external-’discursive gap’-juxtaposition of analyses

9. Classification of sociology knowledge • Classification relays power relations in society by establishing boundaries between categories (agents, agencies, discourses, practices). • What knowledges, skills and discourses are transmitted and acquired. • Broadly similar theoretical, empirical and methodological knowledges: classical, political and critical .

10. Pedagogical framing • Framing is evident within classified categories and relays principles of control. • How knowledge, skills dispositions are acquired: degree of control over organisation, selection, sequencing, pacing, and criteria for assessment, and teacher/student relations. • Wide differences along hierarchical lines

11. The formation of a specialised disciplinary identity Not everyone walks around and thinks ‘That’s an example of othering or stigmatisation’. (Leanne, Diversity, 3rd year)

12. Specialised Pedagogic Identity • Disciplinary (‘retrospective pedagogic identity’) classification of sociology • Personal\Social (‘prospective pedagogic identity’) the use of knowledge • Performative- (‘generic’ pedagogic identity) ‘doing’ and ‘being’ sociology

13. Access to Pedagogic Rights

14. Good teaching strongly mediates the formation of a disciplinary identity and access to pedagogic rights • Coherent Course Design • Interest\Relevance • Varied Teaching Methods • Authentic and Varied Assessment • ‘Active’ lecture • Lecturers’ Qualities • Feedback for improvement • Supportive and accessible tutors • Inspire and control

15. Three main pedagogic themes • Relationships between tutors and students • High Quality Discussion • Encouraging Hard Work

16. Conclusions • Bernstein’s concepts were powerful tools for charting (in)equalities in curriculum and pedagogy. • Our position places us between the boundaries of work which emphasises disciplinary knowledge that which emphasises generic principles. • A tendency towards disruption of hierarchy. • The pedagogic work of forming a specialised disciplinary identity and accessing pedagogic rights is much harder for students and lecturers in low-status universities. • Policy is not supportive (it exacerbates divisions).

17. www. pedagogicequality.ac.uk ‘A Bernsteinian View of Learning and Teaching Undergraduate Sociology-based Social Science’ Enhancing Learning in Social Science (ELiSS), Vol 5, Issue 2 (June 2013)