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1. Access to "pedagogic rights" in social science teaching and learning: findings from a study of English universities The ‘Pedagogic quality and inequality in university first degrees’ project: November 2008- January 2012 (ESRC: RES-062-23-1438) Monica McLean, Andrea Abbas and Paul Ashwin Presentation for the Centre for the Study of Higher Education, University of Kent, February 7th, 2012 Funded by:

2. Pedagogic Quality and Inequality in University First Degrees: Origins: challenge to ‘quality’ and league tables 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.

3. The Universities Social science degree courses in four universities: Prestige and Selectiveregularly rated in the top third of university league tables; Communityand Diversity regularly rated in the bottom third.

4. 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. • Knowledge is distribution by way of the classification of curriculum; and the framings of pedagogy= code.

5. Generating, analysing and interpreting data sets • C. 100 biographical and longitudinal student interviews; • 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’

6. Symposium questions • What is the value of undergraduate social science education for individuals and society? • How can the value of undergraduate social science be preserved and strengthened?

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

8. Distribution of transformative knowledge: the survey (*Institutions in Redhave scores that are significantly higher than those inBlue)

9. The key to transformative knowledge: the survey (*Institutions in Redhave scores that are significantly higher than those inBlue)

10. Access to Pedagogic Rights

11. Preserving and Strengthening Social Science Teaching and Learning • Who do students need to become if they are to access to pedagogic rights through social sciences? • What can be done to increase students chances of accessing pedagogic rights?

12. Specialised Pedagogic Identity • Disciplinary (‘retrospective pedagogic identity’) • Personal\Social (‘prospective pedagogic identity’) • Performative (‘generic mode’)

13. Supporting the Development of a Specialised Pedagogic Identity • Survey Data: • In all institutions rated teaching as good but not in rank order would expect

14. Good Teaching • Coherent Course Design • Interest\Relevance • Varied Teaching Methods • Authentic and Varied Assessment • Lectures • Lecturers’ Qualities • Feedback for improvement • Supportive and accessible tutors • Inspire and control

15. Three Major Themes • Relationships between tutors and students • High Quality Discussion • Challenging Students (Encouraging Hard Work)

16. Conclusions • Social science knowledge has the potential to personally transform students. • It can provide access to pedagogic rights, which is important to democratic, civic and social life. • The outcomes of university education conceptualised as pedagogic rights. • Hard work on both the part of tutor and students is needed to develop specialised pedagogic identities. • Intellectualising teaching- it needs thought and debate in the disciplines.