The use and value of Bernstein's work in studying (in)equalities in undergraduate social science education

• Published in: British journal of sociology of education Vol. 34; no. 2; pp. 262 - 280
• Main Authors: McLean, Monica, Abbas, Andrea, Ashwin, Paul
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01-03-2013; Routledge, Taylor & Francis Group; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Academic Degrees; Bernstein; Case Studies; Curricula; Curriculum; Departments; Educational Attainment; Educational Methods; Educational Quality; Educational sociology; Egalitarianism; Essays; Foreign Countries; Higher Education; Inequality; Interviews; Knowledge; Knowledge Level; Pedagogy; quality; Self Concept; Social Bias; Social Differences; Social Inequality; social science degrees; Social Science Education; Social Sciences; Social sciences education; Social Theories; Sociology; Sociology of education. Educational systems. Lifelong education; Teaching Methods; Undergraduate Study; United Kingdom; university education; Work Values; United Kingdom; United Kingdom > UK; Higher Education; Teaching curriculum; Social Inequality; Pedagogy; Social sciences; Quality
• ISSN: 0142-5692; 1465-3346
• DOI: 10.1080/01425692.2012.710007

This paper illustrates how critical use of Basil Bernstein's theory illuminates the mechanisms by which university knowledge, curriculum and pedagogy both reproduce and interrupt social inequalities. To this end, empirical examples are selected from the findings of the ESRC-funded project 'Pedagogic Quality and Inequality in University First Degrees' (RES-062-23-1438, November 2008-January 2012). The project investigated sociology-related social science degrees in four social science departments in universities in different positions in influential UK higher education league tables. A Bernsteinian lens throws fresh light on how university education might contribute to a more egalitarian society.