- Title
- Framing of transitional pedagogic practices in the sciences: enabling access
- Creator
- Ellery, Karen
- Date
- 2017
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/66381
- Identifier
- vital:28942
- Identifier
- https://doi.org/10.1080/13562517.2017.1319812
- Description
- publisher version
- Description
- Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein’s ([1990. Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse. London: Routledge; 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham: Rowman and Littlefield]) thesis that, through differential framing of pedagogic practices, the curriculum has capacity to accommodate all groups of students. Pedagogic practices in both a science foundation course and four first-year mainstream science courses in a higher education institution in the South African context are examined. Whilst the foundation course exhibits modalities that generally favour access, the mainstream courses have some modalities that appear to be constraining. It is argued from a social justice perspective that holistic curriculum transformations that better enable epistemic transitions are an urgent imperative, and that consideration of differential framing of pedagogic modalities offer a close-up empirical means of conceptualising such reforms.
- Format
- 17 pages, pdf
- Language
- English
- Relation
- Teaching in Higher Education, Ellery, Karen (2017) Framing of transitional pedagogic practices in the sciences: enabling access. Teaching in Higher Education. 22 (8) pp908-924. Routledge. ISSN: 1356-2517. https://doi.org/10.1080/13562517.2017.1319812, Teaching in Higher Education volume 22 number 8 908 924 April 2017 1356-2517
- Rights
- Routledge
- Rights
- Use of this resource is governed by the terms and conditions of the Teaching in Higher Education Copyright Options (https://www.tandfonline.com/action/authorSubmission?journalCode=cthe20_page=instructions)
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Collections
Ellery, Karen (Dr)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Department of Education
SDG 04. Quality Education
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