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How Powerful Knowledge Disrupts Inequality: Reconceptualising Quality in Undergraduate Education

How Powerful Knowledge Disrupts Inequality: Reconceptualising Quality in Undergraduate Education


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Please note, the book was previously published in hardback with the title Quality in Undergraduate Education (ISBN 9781474214490).

Globally, the appetite for higher education is great, but what do students and societies gain? This book foregrounds the importance of knowledge acquisition at university. Many argue that university education is no longer a public good due to the costs incurred by students who are then motivated by the promise of lucrative employment rather than by studying a discipline for its own sake. McLean, Abbas and Ashwin, however, reveal a more complex picture and offer a way of thinking about good quality university education for all. Drawing on a study which focused on four sociology-related social science UK university departments of different reputation, the book shows that students value sociological knowledge because it gives them a framework to think about and act on understanding how individuals and society interact. Further, the authors discuss how what was learned from the study about how policy, curriculum and pedagogy might preserve and strengthen the personal and social gains of social science undergraduate education.

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Product Details

ISBN-13: 9781350127098
Publisher: Bloomsbury Academic
Publication date: 06/27/2019
Pages: 272
Product dimensions: 6.14(w) x 9.21(h) x 0.56(d)

About the Author

Monica McLean is Professor of Education in the School of Education at the University of Nottingham, UK. Her publications includes Pedagogy and the University and Professional Education, Capabilities and the Public Good.

Andrea Abbas is Senior Lecturer (Associate Professor) in Education at the Department of Education, University of Bath, UK.

Paul Ashwin is Professor of Higher Education at Lancaster University, UK.

Table of Contents

Part I: The state of play
Chapter 1: The patterning of inequality in higher education
Chapter 2: The construction of quality in higher education
Chapter 3: Powerful knowledge
Part II: Powerful knowledge and university undergraduate social science
Chapter 4: Investigating (in-e) quality of curriculum and pedagogy
Chapter 5: The acquisition of university knowledge
Chapter 6: The transmission of university knowledge
Chapter 7: Comparing the (in-e) quality of university education
Part III: Applying insights about powerful knowledge
Chapter 8: Exploring the transformative possibilities of undergraduate education
Appendix: The methodology of the 'Quality and Inequality in University First Degrees Project'

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