Developing Bernsteinian notion of Employability- Andrea Abbas

Thoughts based on 2 projects Pedagogic Quality and Inequality in University First Degrees: Resources and outputs (http://www.pedagogicequality.ac.uk/) And http://www.bath.ac.uk/education/staff/andrea-abbas/ With Monica McLean (University of Nottingham) Paul Ashwin (University of Lancaster) ESRC Funded. Lincoln’s work on the Postgraduate Experience Project Details overall project here: http://www.postgradexperience.org/ Work at Lincoln with Rachel Spacey. HEFCE Funded.

Two areas of conceptual framing adapted from Bernstein Specialised Disciplinary Identity (Adapted from Bernstein, 2000*) Disciplinary (retrospective identity) Social (prospective identity) Performative (instrumental – skills and dispositions) Pedagogic Rights (directly taken from Bernstein (2000) Individual Enhancement (Confidence – Specialised Disciplinary Identity) Social Inclusion (Communitas – a position – relates to employment but can be social) Political Participation *McLean, M., Abbas, A. and Ashwin, P., 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.

In terms of employment require access to “discursive gap” The gap is accessed when knowledge provides access to the gap between esoteric meaning and the material base (reproductive knowledge). Provides access to ‘unthinkable’, ‘alternative social order’ To access political participation: “It is not only about discourse, about discussion, it is about practice, a practice that must have outcomes – to participate in procedures whereby order is constructed, maintained and changed’ (Bernstein, 2000, p. xxi) If employability is to facilitate social mobility arguably requires diverse graduates being influential in this way.

Bernsteinian notion of employability proposed Centralises the role of knowledge Bernstein (2000, p.30-31) Universities – the distribution of knowledges (more or less powerful depending on hierarchical position – pedagogic device) Thinkable and unthinkable (connects the mundane and the esoteric) “Potential discursive gap” – new possibilities “Any distribution will regulate the potential of this gap in its own interest, because the gap itself has the possibility of an alternative order, an alternative society, and an alternative power relation.” (ibid, p.30)

Leads to debates about: The role of knowledge What employability means in relation to the knowledges learned at university The role of the university in terms of political participation which in relationship to putting knowledge into practice to change the social order.

Examples Specialised Disciplinary Identity for 1st generation students: in social sciences Sociology: Body and Society... and it’s about how much your body is... it’s just that whole because I look like a girl, because I am a girl but I think that I’m a girl... it’s just that whole, like, what are you, where it’s like in psychology it teaches you that oh when you’re young because you’re conditioned to become a girl... and then sociology would .. it’s like ok because you’re a girl everybody treats you a certain way [Ah]... it’s just that you’re seen in a particular way... you can see it in everyday examples but sociology really, really like, just completely puts it into context (Leena, Diversity, Year 3). I just used to kind of listen and think, but now it’s like I understand more because I’m better at listening... to it. Like, when the lecturer is speaking and stuff, I’m listening to the basic point that they’re making … I’m kind of, ok, I’m like summarising that point... and then I’m writing that down. I’m listening more and because I’m listening more I find that I can understand better (Leena, Diversity)

Also in 1st generation STEM students So if someone tells me something now I rarely believe them unless I go away and look it up. [I laughs][Yeah] If something is written on paper I’ll probably be asking questions for the next five days why that's, why that's the case or [Yeah] even if something is actually published and they're saying right we got these results I’m just going to say how did you get these results? And that doesn't really apply to other scenario's so. [Yeah] So yeah my undergraduate helped me in that sense. (Edward, MSc Biotechnology, reflecting on UG)

Also STEM MSc programmes try to give financially poorer students access to social positions e.g. MSc. Sports Science trying to find bursaries to enable poorer student to participate in clinics rather than work in irrelevant employment to fund. e.g. MSc Biotechnology staff supporting with access to employment networks

Reframes Problems Universities can be entrusted with and held to account for providing access to the specisalised disciplinary identity This involves providing access to contexts where disciplinary knowledge can be put into practice (e.g. law clinics, physiotherapy clinics etc..) However, political participation which relates to Social Mobility cannot easily be tackled by individual programmes and for universities involves long-term strategizing Is geographically and economically and socially unequal

And there is the complexity of understanding what students bring and what universities (can) add… Ed Selective Young- Black Working–class Always clever Dropped out YR2 Labour counsellor Dissatisfied with pedagogies and curricula Impressive APPOINTMENTS- UNIONS 3 YEARS LATER Finished degree – a first in post-92 HAD SECURED A GOOD JOB IN AN INTERNATIONAL CHARITY LUCIA DIVERSITY MATURE (EARLY 40’S) ETHNICITY (PAKISTANI\FRENCH\ENGLISH) WORKING CLASS TRAUMATIC LIFE-EVENTS (PRIOR TO AND DURING UNIVERSITY) DYSLEXIA PASSION FOR SUPPORTING WOMEN AND CHILDREN WITH DISABILITIES THROUGHOUT (VOLUNTARY WORK) WELL-SUPPORTED BY TUTORS WHO WERE MATURE STUDENTS LIKE HER PART-TIME YR 2 AS FELL BEHIND DUE TO NEEDING TO SUPPORT CHILD WITH DISABILITY 3 YEARS LATER HAD AN IMPRESSIVE INTERNSHIP WITH A NATIONAL GOVERNMENT AGENCY