The influence of curricula content on sociology students’ transformations: the case of feminist knowledge
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 acqu...
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| Format: | Article |
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Taylor & Francis
2016
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| Online Access: | https://eprints.nottingham.ac.uk/36629/ |
| _version_ | 1848795318201614336 |
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| author | Abbas, Andrea Ashwin, Paul McLean, Monica |
| author_facet | Abbas, Andrea Ashwin, Paul McLean, Monica |
| author_sort | Abbas, Andrea |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:30:11Z |
| format | Article |
| id | nottingham-36629 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:30:11Z |
| publishDate | 2016 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-366292020-05-04T17:41:45Z https://eprints.nottingham.ac.uk/36629/ The influence of curricula content on sociology students’ transformations: the case of feminist knowledge Abbas, Andrea Ashwin, Paul McLean, Monica 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. Taylor & Francis 2016-03-15 Article PeerReviewed Abbas, Andrea, Ashwin, Paul and McLean, Monica (2016) The influence of curricula content on sociology students’ transformations: the case of feminist knowledge. Teaching in Higher Education, 21 (4). pp. 442-456. ISSN 1470-1294 Feminist Knowledge Sociology Undergraduate Teaching and Learning http://www.tandfonline.com/doi/full/10.1080/13562517.2016.1155551 doi:10.1080/13562517.2016.1155551 doi:10.1080/13562517.2016.1155551 |
| spellingShingle | Feminist Knowledge Sociology Undergraduate Teaching and Learning Abbas, Andrea Ashwin, Paul McLean, Monica The influence of curricula content on sociology students’ transformations: the case of feminist knowledge |
| title | The influence of curricula content on sociology students’ transformations: the case of feminist knowledge |
| title_full | The influence of curricula content on sociology students’ transformations: the case of feminist knowledge |
| title_fullStr | The influence of curricula content on sociology students’ transformations: the case of feminist knowledge |
| title_full_unstemmed | The influence of curricula content on sociology students’ transformations: the case of feminist knowledge |
| title_short | The influence of curricula content on sociology students’ transformations: the case of feminist knowledge |
| title_sort | influence of curricula content on sociology students’ transformations: the case of feminist knowledge |
| topic | Feminist Knowledge Sociology Undergraduate Teaching and Learning |
| url | https://eprints.nottingham.ac.uk/36629/ https://eprints.nottingham.ac.uk/36629/ https://eprints.nottingham.ac.uk/36629/ |