‘Not everybody walks around and thinks “That’s an example of othering or stigmatisation”’: identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge
This article places itself in conversation with literature about how the experience and outcomes of university education are structured by intersections between social class, ethnicity, gender, age and type of university attended. It addresses undergraduate students’ acquisition of sociological know...
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| Format: | Article |
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SAGE Publications
2015
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| Online Access: | https://eprints.nottingham.ac.uk/32473/ |
| _version_ | 1848794415273869312 |
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| author | McLean, Monica Abbas, Andrea Ashwin, Paul |
| author_facet | McLean, Monica Abbas, Andrea Ashwin, Paul |
| author_sort | McLean, Monica |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This article places itself in conversation with literature about how the experience and outcomes of university education are structured by intersections between social class, ethnicity, gender, age and type of university attended. It addresses undergraduate students’ acquisition of sociological knowledge in four diverse university settings. Basil Bernstein’s concepts of pedagogic identity, pedagogic rights, classification and framing are employed to analyse curriculum and interviews with 31 students over the period of their undergraduate degree. The nature of a sociology-based disciplinary identity is described and illustrated, and it is shown how the formation of this identity gives access to pedagogic rights and the acquisition of valuable capabilities. Addressing the question of whether pedagogic rights are distributed unequally in a stratified university system, it was found that they were not distributed, as might be expected, according to institutional hierarchy. It is argued that the acquisition of university sociological knowledge can disrupt social inequality. |
| first_indexed | 2025-11-14T19:15:50Z |
| format | Article |
| id | nottingham-32473 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:15:50Z |
| publishDate | 2015 |
| publisher | SAGE Publications |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-324732020-05-04T17:13:18Z https://eprints.nottingham.ac.uk/32473/ ‘Not everybody walks around and thinks “That’s an example of othering or stigmatisation”’: identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge McLean, Monica Abbas, Andrea Ashwin, Paul This article places itself in conversation with literature about how the experience and outcomes of university education are structured by intersections between social class, ethnicity, gender, age and type of university attended. It addresses undergraduate students’ acquisition of sociological knowledge in four diverse university settings. Basil Bernstein’s concepts of pedagogic identity, pedagogic rights, classification and framing are employed to analyse curriculum and interviews with 31 students over the period of their undergraduate degree. The nature of a sociology-based disciplinary identity is described and illustrated, and it is shown how the formation of this identity gives access to pedagogic rights and the acquisition of valuable capabilities. Addressing the question of whether pedagogic rights are distributed unequally in a stratified university system, it was found that they were not distributed, as might be expected, according to institutional hierarchy. It is argued that the acquisition of university sociological knowledge can disrupt social inequality. SAGE Publications 2015-07-13 Article PeerReviewed McLean, Monica, Abbas, Andrea and Ashwin, Paul (2015) ‘Not everybody walks around and thinks “That’s an example of othering or stigmatisation”’: identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge. Theory and Research in Education, 13 (2). pp. 180-197. ISSN 1741-3192 Basil Bernstein capabilities disciplinary identity pedagogic identity pedagogic rights sociological knowledge university education http://journals.sagepub.com/doi/10.1177/1477878515593887 doi:10.1177/1477878515593887 doi:10.1177/1477878515593887 |
| spellingShingle | Basil Bernstein capabilities disciplinary identity pedagogic identity pedagogic rights sociological knowledge university education McLean, Monica Abbas, Andrea Ashwin, Paul ‘Not everybody walks around and thinks “That’s an example of othering or stigmatisation”’: identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge |
| title | ‘Not everybody walks around and thinks “That’s an example
of othering or stigmatisation”’: identity, pedagogic rights
and the acquisition of undergraduate sociology-based
social science knowledge |
| title_full | ‘Not everybody walks around and thinks “That’s an example
of othering or stigmatisation”’: identity, pedagogic rights
and the acquisition of undergraduate sociology-based
social science knowledge |
| title_fullStr | ‘Not everybody walks around and thinks “That’s an example
of othering or stigmatisation”’: identity, pedagogic rights
and the acquisition of undergraduate sociology-based
social science knowledge |
| title_full_unstemmed | ‘Not everybody walks around and thinks “That’s an example
of othering or stigmatisation”’: identity, pedagogic rights
and the acquisition of undergraduate sociology-based
social science knowledge |
| title_short | ‘Not everybody walks around and thinks “That’s an example
of othering or stigmatisation”’: identity, pedagogic rights
and the acquisition of undergraduate sociology-based
social science knowledge |
| title_sort | ‘not everybody walks around and thinks “that’s an example
of othering or stigmatisation”’: identity, pedagogic rights
and the acquisition of undergraduate sociology-based
social science knowledge |
| topic | Basil Bernstein capabilities disciplinary identity pedagogic identity pedagogic rights sociological knowledge university education |
| url | https://eprints.nottingham.ac.uk/32473/ https://eprints.nottingham.ac.uk/32473/ https://eprints.nottingham.ac.uk/32473/ |