Andrea Abbas
The influence of curricula content on English sociology students’ transformations: the case of feminist knowledge
Abbas, Andrea; Ashwin, Paul; McLean, Monica
Authors
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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