Disciplinarity in question: comparing knowledge and knower codes in sociology

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dc.contributor.authorLuckett, Kathyen_ZA
dc.date.accessioned2014-07-29T08:37:01Z
dc.date.available2014-07-29T08:37:01Z
dc.date.issued2012en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 23 April 2010, available online: http://www.tandfonline.com/10.1080/02671521003592655.en_ZA
dc.description.abstractThis paper contributes to understanding why curriculum design in a discipline with a horizontal knowledge structure is difficult, time-consuming and contested. A previous paper on the same case study in one sociology department reported that students who had completed the general sociology major found it lacking in coherence. To illustrate the problem, I selected two third-year sociology courses, Urban Studies and Diversity Studies, and set out to compare and contrast how knowledge claims are made and legitimated in these two discourses. The paper also has a methodological focus – to demonstrate the potential of systemic functional linguistics as a method of discourse analysis that can complement and deepen a sociological analysis – Bernstein's sociology of education and in particular his concept of 'grammaticality'. I seek to make explicit the basis for knowledge claims in these two sub-disciplines and then to investigate how this 'grammar' is built into criteria for assessing students. The long-term goal of this project is pedagogic – to understand how academic discourses work, in order to contribute to the development of more coherent curricula and visible pedagogies with explicit assessment criteria, for the enhancement of teaching and learning. The analysis shows that the 'grammars' of these two academic discourses (in the same discipline, sociology) are based on different ordering principles: they are based on different ontological, epistemological and methodological assumptions. The analysis also shows that the respective 'grammars' do 'get into' the assessment criteria, although in a contextually contingent manner. The paper concludes by suggesting that the use of SFL as a method of discourse analysis within a social realist sociology of education framework proved to be fruitful and worthy of further development, particularly for education development work where the quest to make explicit the criteria for producing a 'legitimate text' is critical.en_ZA
dc.identifier.apacitationLuckett, K. (2012). Disciplinarity in question: comparing knowledge and knower codes in sociology. <i>Research Papers in Education</i>, http://hdl.handle.net/11427/3336en_ZA
dc.identifier.chicagocitationLuckett, Kathy "Disciplinarity in question: comparing knowledge and knower codes in sociology." <i>Research Papers in Education</i> (2012) http://hdl.handle.net/11427/3336en_ZA
dc.identifier.citationLuckett, K. 2012. Disciplinarity in question: comparing knowledge and knower codes in sociology. Research Papers in Education.en_ZA
dc.identifier.issn0267-1522en_ZA
dc.identifier.ris TY - Journal Article AU - Luckett, Kathy AB - This paper contributes to understanding why curriculum design in a discipline with a horizontal knowledge structure is difficult, time-consuming and contested. A previous paper on the same case study in one sociology department reported that students who had completed the general sociology major found it lacking in coherence. To illustrate the problem, I selected two third-year sociology courses, Urban Studies and Diversity Studies, and set out to compare and contrast how knowledge claims are made and legitimated in these two discourses. The paper also has a methodological focus – to demonstrate the potential of systemic functional linguistics as a method of discourse analysis that can complement and deepen a sociological analysis – Bernstein's sociology of education and in particular his concept of 'grammaticality'. I seek to make explicit the basis for knowledge claims in these two sub-disciplines and then to investigate how this 'grammar' is built into criteria for assessing students. The long-term goal of this project is pedagogic – to understand how academic discourses work, in order to contribute to the development of more coherent curricula and visible pedagogies with explicit assessment criteria, for the enhancement of teaching and learning. The analysis shows that the 'grammars' of these two academic discourses (in the same discipline, sociology) are based on different ordering principles: they are based on different ontological, epistemological and methodological assumptions. The analysis also shows that the respective 'grammars' do 'get into' the assessment criteria, although in a contextually contingent manner. The paper concludes by suggesting that the use of SFL as a method of discourse analysis within a social realist sociology of education framework proved to be fruitful and worthy of further development, particularly for education development work where the quest to make explicit the criteria for producing a 'legitimate text' is critical. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - Research Papers in Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 0267-1522 T1 - Disciplinarity in question: comparing knowledge and knower codes in sociology TI - Disciplinarity in question: comparing knowledge and knower codes in sociology UR - http://hdl.handle.net/11427/3336 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3336
dc.identifier.vancouvercitationLuckett K. Disciplinarity in question: comparing knowledge and knower codes in sociology. Research Papers in Education. 2012; http://hdl.handle.net/11427/3336.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceResearch Papers in Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/02671521003592655
dc.subject.otherhigher educationen_ZA
dc.subject.othercurriculum studiesen_ZA
dc.subject.othereducation developmenten_ZA
dc.subject.othersociology of educationen_ZA
dc.subject.othersociologyen_ZA
dc.subject.othersystemic functional linguisticsen_ZA
dc.subject.otherlegitimation code theoryen_ZA
dc.titleDisciplinarity in question: comparing knowledge and knower codes in sociologyen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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