The 'biographical turn' in university sociology teaching: a Bernsteinian analysis

Hdl Handle:
http://hdl.handle.net/10149/92508
Title:
The 'biographical turn' in university sociology teaching: a Bernsteinian analysis
Authors:
McLean, M. (Monica); Abbas, A. (Andrea)
Affiliation:
University of Teesside. School of Social Sciences and Law.
Citation:
McLean, M. and Abbas, A. (2009) 'The 'biographical turn' in university sociology teaching: a Bernsteinian analysis', Teaching in Higher Education, 14 (5), pp.529-539.
Publisher:
Taylor & Francis
Journal:
Teaching in Higher Education
Issue Date:
Oct-2009
URI:
http://hdl.handle.net/10149/92508
DOI:
10.1080/13562510903186725
Abstract:
Little is known about what happens to disciplinary knowledge when it is taught in contemporary UK universities of different status. Here, Basil Bernstein's theories are applied to what sociology lecturers say about teaching, demonstrating that in conditions in which students are less likely to engage with sociological theory, lecturers, particularly in universities of lower status, employ 'biographical methods' to ensure that a 'core' of sociology remains intact and sociology is reproduced in students. Students' lives are used as subject matter to teach the relevance and value of sociology. Attention is drawn to how, while this pedagogic strategy might result in a powerless form of 'pop sociology', in this case, lecturers bring theory, student research and application into a dynamic relationship which unexpectedly suggests that, at present, sociology might be more easily preserved in the less prestigious universities.
Type:
Article
Language:
en
Keywords:
Bernstein, Basil; teaching sociology; biographical pedagogy; social class; university
ISSN:
1356-2517; 1470-1294
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 18/02/2010]
Citation Count:
0 [Scopus, 18/02/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorMcLean, M. (Monica)en
dc.contributor.authorAbbas, A. (Andrea)en
dc.date.accessioned2010-02-18T16:07:50Z-
dc.date.available2010-02-18T16:07:50Z-
dc.date.issued2009-10-
dc.identifier.citationTeaching in Higher Education; 14 (5): 529-539en
dc.identifier.issn1356-2517-
dc.identifier.issn1470-1294-
dc.identifier.doi10.1080/13562510903186725-
dc.identifier.urihttp://hdl.handle.net/10149/92508-
dc.description.abstractLittle is known about what happens to disciplinary knowledge when it is taught in contemporary UK universities of different status. Here, Basil Bernstein's theories are applied to what sociology lecturers say about teaching, demonstrating that in conditions in which students are less likely to engage with sociological theory, lecturers, particularly in universities of lower status, employ 'biographical methods' to ensure that a 'core' of sociology remains intact and sociology is reproduced in students. Students' lives are used as subject matter to teach the relevance and value of sociology. Attention is drawn to how, while this pedagogic strategy might result in a powerless form of 'pop sociology', in this case, lecturers bring theory, student research and application into a dynamic relationship which unexpectedly suggests that, at present, sociology might be more easily preserved in the less prestigious universities.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 18/02/2010]en
dc.subjectBernstein, Basilen
dc.subjectteaching sociologyen
dc.subjectbiographical pedagogyen
dc.subjectsocial classen
dc.subjectuniversityen
dc.titleThe 'biographical turn' in university sociology teaching: a Bernsteinian analysisen
dc.typeArticleen
dc.contributor.departmentUniversity of Teesside. School of Social Sciences and Law.en
dc.identifier.journalTeaching in Higher Educationen
ref.citationcount0 [Scopus, 18/02/2010]en
or.citation.harvardMcLean, M. and Abbas, A. (2009) 'The 'biographical turn' in university sociology teaching: a Bernsteinian analysis', Teaching in Higher Education, 14 (5), pp.529-539.-
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