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

Abbas, Andrea; Ashwin, Paul; McLean, Monica

Authors

Andrea Abbas

Paul Ashwin

Monica McLean



Abstract

© 2016 Taylor & Francis. 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.

Citation

Abbas, A., Ashwin, P., & 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

Journal Article Type Article
Acceptance Date Feb 5, 2016
Online Publication Date Mar 15, 2016
Publication Date May 18, 2016
Deposit Date Jan 10, 2017
Publicly Available Date Mar 28, 2024
Journal Teaching in Higher Education
Print ISSN 1356-2517
Electronic ISSN 1470-1294
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 21
Issue 4
Pages 442-456
DOI https://doi.org/10.1080/13562517.2016.1155551
Keywords Feminist Knowledge, Sociology, Undergraduate Teaching and Learning
Public URL https://nottingham-repository.worktribe.com/output/780193
Publisher URL http://www.tandfonline.com/doi/full/10.1080/13562517.2016.1155551
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 15 March 2016, available online: http://www.tandfonline.com/10.1080/13562517.2016.1155551.

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