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The student self: variations in the trajectories of first-year students

The student self: variations in the trajectories of first-year students. Monica McLean, Andrea Abbas, Paul Ashwin and Ourania Filippakou Seminar for CHEER March 10 2010 . Funded by:. Pedagogic Quality and Inequality in University First Degrees.

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The student self: variations in the trajectories of first-year students

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  1. The student self: variations in the trajectories of first-year students Monica McLean, Andrea Abbas, Paul Ashwin and Ourania Filippakou Seminar for CHEER March 10 2010 Funded by:

  2. Pedagogic Quality and Inequality in University First Degrees Origins: challenge to ‘quality’ and league tables Aim: to therorise ‘just’ pedagogic quality Objectives: (1) to evaluate the value for students of sociology degrees in different universities (2) critically to use Bernsteinian concepts to investigate whether how structural characteristics play out in curriculum and pedagogy (3) to contribute to debates about pedagogic quality

  3. Pedagogic Quality and Inequality in University First Degrees: Bernstein Bernstein’s theory: social biases in education that result in unequal access to knowledge that extends freedom to imagine and act The concept of code: classification and framing ‘How boundaries are relayed by various pedagogic processes so as to distribute, shape, position and opposition forms of consciousness’ (2000, p.xiii)

  4. Pedagogic Rights

  5. Overall research questions • What pedagogic discourses and disciplinary knowledges are constructed and sanctioned? • What pedagogic identities are being invoked? • How is the distribution of pedagogic rights manifested? • How are students positioning themselves and how are they being positioned in relation to pedagogic rights?

  6. Methods of Data Collection: 4 universities- 2 top half and 2 bottom half • Key informants (interviews) • 96 first-year lifegrids and interviews (fieldnotes) • 32 longitudinal case studies • Final-year survey • Assessed work each year (commentaries) • Videotapes each year • Textual analysis

  7. First year life-girds and interviews: analytic process • Lifegrids: ‘past me’ –memory defines who you are • 44 Interviews Nvivo first stage coding: previous education and employment; me now; family; wider university; future identities; current education • ‘Attributes’ including: ‘Change’ -education, family, housing, health (high, low, medium) • 12 interviews second-stage coding- highest and lowest change and ‘me now’, ‘family’ and ‘future identities’ • Internal language of description: narratives of self as student • External language of description: Bernstein, Archer, Reay et al.,Leathwood

  8. ‘Low change’

  9. ‘High Change’

  10. Discussion • Socio-economic class and self-as-student narratives • Student selves and pedagogic rights • Multiple narratives • Archer’s ‘reflexives’ • Bernstein's ‘code’ • Outstanding issues: inequities in HE; ‘just’ pedagogies; the lifeworld and the economic agenda

  11. http//www.pedagogicquality.ac.uk

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