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This paper proposes a unique framework for comparative analysis of different Adult Higher Education (AHE) systems. The framework combines, a conceptualisation of how students' outcomes are shaped by the way that they and their degree courses are positioned in stratified higher education systems with, insights about the effects of institutional practice and individual students' agency gained from applying Basil Bernstein's notion of pedagogic rights and underpinning concepts. The framework facilitates an exploration of structures and agencies manifesting through institutional practices, students' and graduates' experiences. The value of the framework is illustrated by an analysis of biographical interviews with twenty female, Chinese AHE students and ten graduates. It tracks an emergent process evident in students and graduates' descriptions of their disappointing emergent identities and limited employment progression. The framework provides a non-deterministic analysis that can inform how to comparatively analyse and improve AHE's contribution to societies and economies.

"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"--

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- List of figures -- Notes on contributors -- Preface -- Acknowledgements -- 1 Introduction: debates across Anglophone and European Didactic traditions -- 2 The gendered history of Bildung as concept and practice: a speculative feminist analysis -- Paired dialogue: notes on the potential of a feminist Bildung - a French perspective -- 3 Epistemic gender positioning: an analytical concept to (re)consider classroom practices within the French didactique research tradition -- Paired dialogue: subjects of learning and pedagogical encounters -- 4 Queering dissection: 'I wanted to bury its heart, at least' -- Paired dialogue: didactic transposition of scientific knowledge in the classroom -- 5 Gender, the postmodern paradigm shift and Pedagogical Anthropology -- Paired dialogue: ways of knowing - bodies, knowledge and power -- 6 Tackling intersecting gender inequalities through disciplinary-based higher education curricula: a Bernsteinian approach -- Paired dialogue: can a Bernsteinian focus on intersecting gender inequalities support curriculum and disciplinary change? -- 7 A historical exploration of gender representations in French scientific and technological education school textbooks -- Paired dialogue: gender differentiation in craft and domestic education - contrasting national approaches -- 8 Temporalities, pedagogies and gender-based violence education in Australian schools -- Paired dialogue: towards an articulation of the two layers of didactic transposition -- 9 Butterflies for girls, tornadoes for boys: primary school science teaching in France and Geneva -- Paired dialogue: Pokemon, dragons and dinosaurs - a narrative of gender and science in/exclusions and why tackling them matters.

Diversity University' is a large university in London, UK, which appears in the bottom-third of national league tables and provides education for poorer students, often from ethnic minority groups. The Sociology Department at Diversity was the focus of research exploring quality and inequality in undergraduate degrees and here, with concrete examples, we discuss how its curriculum and pedagogy can be conceptualised as socially just. Concepts drawn from the work of the sociologist of education Basil Bernstein are employed to justify challenging students to make the necessary effort to bring difficult, abstract sociological knowledge into juxtaposition with everyday problems of life and society. In this way, tutors offer a quality of education that is equivalent to any in high-status universities;and, by way of knowledge acquisition, support relatively disadvantaged students to access what Bernstein calls 'pedagogic rights' to individual enhancement, social inclusion and political participation.