The Influence of Curricula Content on English Sociology Students' Transformations: The Case of Feminist Knowledge

Autor/inn/en	Abbas, Andrea; Ashwin, Paul; McLean, Monica
Titel	The Influence of Curricula Content on English Sociology Students' Transformations: The Case of Feminist Knowledge
Quelle	In: Teaching in Higher Education, 21 (2016) 4, S.442-456 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1155551
Schlagwörter	Sociology; Gender Issues; Feminism; Gender Differences; Teaching Methods; Sex Fairness; Classification; Foreign Countries; Departments; Social Justice; Course Content; Undergraduate Students; Case Studies; Transformative Learning; Interviews; Student Attitudes; Knowledge Level; Mixed Methods Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziologie; Geschlechterfrage; Feminismus; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Sexualaufklärung; Classification system; Klassifikation; Klassifikationssystem; Ausland; Department; Abteilung; Soziale Gerechtigkeit; Kursprogramm; Case study; Fallstudie; Case Study; Pädagogische Transformation; Interviewing; Interviewtechnik; Schülerverhalten; Wissensbasis
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01