Black, M. & Rechter, S. (2013). A critical reflection on the use of an embedded academic literacy program for teaching sociology. Journal of Sociology,49(4), 456-470. Australia: The Australian Sociological Association. Retrieved from https://doi.org/10.1177/1440783313504056
New government education policies stress both social justice and economic imperatives. The tensions between these goals for universities are familiar themes for critique. The diversity, and shift in cultural capital among university students is also a concern. The authors of this article teach sociology at an Australian university with a comparative over-representation of students with low levels of cultural capital in academic literacy: research, reading and writing skills. In this article we outline and discuss the approach and outcomes of a pilot online program ‘Leap into Sociology’, developed to help sociology students increase their academic literacy in sociology. The program is, like other academic skills support programs, premised on an understanding that the development of academic research and writing skills needs to be ‘embedded’ in discipline units to be most useful for students. Our discussion considers these challenges in relation to current tensions in higher education work and policy contexts.
School of Arts
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