LEADER 03688nam 22006011 450 001 9910796357003321 005 20200514202323.0 010 $a1-4742-1452-5 010 $a1-4742-1451-7 010 $a1-4742-1450-9 024 7 $a10.5040/9781474214520 035 $a(CKB)3790000000545590 035 $a(MiAaPQ)EBC5130707 035 $a(OCoLC)1020046895 035 $a(UtOrBLW)bpp09261372 035 $a(Au-PeEL)EBL5130707 035 $a(CaPaEBR)ebr11465064 035 $a(CaONFJC)MIL1048065 035 $a(OCoLC)1005743098 035 $a(EXLCZ)993790000000545590 100 $a20171115d2017 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aQuality in undergraduate education $ehow powerful knowledge disrupts inequality /$fMonica McLean, Andrea Abbas and Paul Ashwin 210 1$aLondon ;$aNew York :$cBloomsbury Academic,$d2017. 215 $a1 online resource (viii, 258 pages) 225 1 $aAdvances in stylistics 311 $a1-4742-1449-5 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- University education, social inequality and powerful knowledge -- Introducing the four universities and departments -- Setting the scene -- The patterning of inequality in higher education -- The construction of high-quality university education -- The power of sociology-related knowledge -- Exploring educational quality -- Comparing sociology-related curricula: the pedagogic device -- Pedagogy for powerful knowledge and understanding -- The powerful equalising effects of knowledge -- Disciplinary identity and pedagogic rights -- Undergraduate education and futures lives -- Conclusion -- Socially-just curriculum and pedagogy, quality and inequality. 330 $a"Globally, the appetite for higher education is great, but what do students and societies gain? Quality in Undergraduate Education foregrounds the importance of knowledge acquisition at university. Many argue that university education is no longer a public good due to the costs incurred by students who are then motivated by the promise of lucrative employment rather than by studying a discipline for its own sake. McLean, Abbas and Ashwin, however, reveal a more complex picture and offer a way of thinking about good quality university education for all. Drawing on a study which focused on four sociology-related social science UK university departments of different reputation, the book shows that students value sociological knowledge because it gives them a framework to think about and act on understanding how individuals and society interact. Further, the authors discuss how what was learned from the study about how policy, curriculum and pedagogy might preserve and strengthen the personal and social gains of social science undergraduate education."--$cProvided by publisher. 410 0$aAdvances in stylistics. 606 $aEducation, Higher$xSociological aspects$zGreat Britain 606 $aEducational change$zGreat Britain 606 $aEducational equalization$zGreat Britain 606 $2Higher & further education, tertiary education 615 0$aEducation, Higher$xSociological aspects 615 0$aEducational change 615 0$aEducational equalization 676 $a379.2/60941 700 $aMcLean$b Monica$f1947-$01581681 702 $aAbbas$b Andrea 702 $aAshwin$b Paul$f1970- 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910796357003321 996 $aQuality in undergraduate education$93863396 997 $aUNINA