1. SEDA Fellowship Annual CPD Event in Bristol, November 13 th 2013 Funded by: Learning and teaching undergraduates sociology- based social science: a Bernsteinian view

2. ‘Pedagogic quality and inequality in university first degrees’ ESRC-funded project 2008-2012 Investigators: Monica McLean (University of Nottingham), Andrea Abbas (University of Lincoln) and Paul Ashwin (Lancaster University) Funded by:

3. The research focus and sites Curriculum and pedagogy in sociology-related social science degree undergraduate courses in four universities: Prestige and Selective regularly rated in the top third of university league tables; Community and Diversity regularly rated in the bottom third.

4. Structure 1. Overview of project 2. Bernstein’s lens on the effects of curriculum and pedagogy 3. Teaching mediates a ‘specialised pedagogic identity’ (shaped by discipline) and access to the development of personal capabilities.

5. Pedagogic Quality and Inequality in University First Degrees: Origins: challenge to ‘quality’ and league tables and the tendency of Bourdieuian analyses Aim: to theorise ‘just’ teaching and learning Objectives: (1) to explore the value for students of social science degrees in different universities; (2) to investigate (in)equities in curriculum and pedagogy; and (3) to contribute to debates about pedagogic quality.

6. Insights: high quality= what is viewed as valuable 1. The value of undergraduate social science education for individuals and society. 2. The nature of, access to and the distribution of the value of social science undergraduate education. 3. How the value of undergraduate social science be preserved and strengthened.

7. Is undergraduate social science knowledge unequally distributed? Basil Bernstein’s theory Knowledge creates relationships between inner and outer worlds. Education distributes knowledge unequally, according to society’s hierarchies by embedding ‘codes’ (restricted or elaborated). In formal education, code is conveyed by ‘classification’ of the curriculum (what) and ‘framing’ of pedagogy (how). Code projects ‘pedagogic identities’ which open-up/close down access to ‘pedagogic rights’

8. Generating, analysing and interpreting data sets C. 160 biographical and longitudinal student interviews; 31 longitudinal student case studies Interviews with seminar tutors and lecturers (16); 12( 3x4) videos of seminars; Survey of c. 750 students; Students’ work each year (+focus group); Analysis of curriculum, institutional and national data; Field notes; Statistical data. ‘languages of description’-internal and external-’discursive gap ’- juxtaposition of analyses

9. Classification of sociology knowledge Classification relays power relations in society by establishing boundaries between categories (agents, agencies, discourses, practices). What knowledges, skills and discourses are transmitted and acquired. Broadly similar theoretical, empirical and methodological knowledges: classical, political and critical.

10. Pedagogical framing Framing is evident within classified categories and relays principles of control. How knowledge, skills dispositions are acquired: degree of control over organisation, selection, sequencing, pacing, and criteria for assessment, and teacher/student relations. Wide differences along hierarchical lines

11. The formation of a specialised disciplinary identity Not everyone walks around and thinks ‘That’s an example of othering or stigmatisation’. (Leanne, Diversity, 3 rd year )

12. Specialised Pedagogic Identity Disciplinary (‘retrospective pedagogic identity’) classification of sociology Personal\Social (‘prospective pedagogic identity’) the use of knowledge Performative- (‘generic’ pedagogic identity) ‘doing’ and ‘being’ sociology

13. Access to Pedagogic Rights

14. Good teaching strongly mediates the formation of a disciplinary identity and access to pedagogic rights Coherent Course Design Interest\Relevance Varied Teaching Methods Authentic and Varied Assessment ‘Active’ lecture Lecturers’ Qualities Feedback for improvement Supportive and accessible tutors Inspire and control

15. Three main pedagogic themes Relationships between tutors and students High Quality Discussion Encouraging Hard Work

16. Conclusions Bernstein’s concepts were powerful tools for charting (in)equalities in curriculum and pedagogy. Our position places us between the boundaries of work which emphasises disciplinary knowledge that which emphasises generic principles. A tendency towards disruption of hierarchy. The pedagogic work of forming a specialised disciplinary identity and accessing pedagogic rights is much harder for students and lecturers in low-status universities. Policy is not supportive (it exacerbates divisions ).

17. www. pedagogicequality.ac.uk ‘A Bernsteinian View of Learning and Teaching Undergraduate Sociology-based Social Science’ Enhancing Learning in Social Science (ELiSS), Vol 5, Issue 2 (June 2013)