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Title: And shall Trelawny die? Not in my classroom! : an exploration of how the construction of Cornish identity affects the pedagogic practices of teachers who define as Cornish, within Further and Higher Education in Cornwall
Author: Camps, Catherine
ISNI:       0000 0004 6495 9827
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2017
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The study explores the way further and higher education lecturers, who identify as Cornish, view their cultural knowledge and identity and how this informs their pedagogic practice. The study took place in the context of the newly established Combined Universities in Cornwall, following the allocation of European Union funding. Bernstein’s sociology of pedagogy (1990, 2000), specifically the pedagogic device and pedagogic identity provided an analytical framework to explore knowledge production, recontextualisation and reproduction and the extent to which lecturers contributed to the production of a localised pedagogic identity. Holland and Lave’s (2001) concept of “history-in-person” enabled further consideration of individuals’ relationships to Cornish culture and identity. Three research questions were identified: how do historical and contemporaneous contexts impact on lecturers’ practice? In which educational contexts does identity become salient? And, what role do lecturers play in the creation of a localised pedagogic identity? In-depth semi-structured interviews, with 14 lecturers based in 1 HEI and 2 FEIs, were undertaken during 2010 and 2011. The subsequent thematic analysis helped identify key aspects of Cornish identity, such as the importance of relationship to geographical place, and a range of values including that of hard work. Key practice issues identified included a desire to create and transmit localised identities. The findings established that lecturers consider their Cornish culture to be distinct, yet marginalised by non-Cornish peers, institutions and wider society. Opportunities for lecturers to relay Cornish culture to the next generation were shown to be context dependent on the type of employing institutions, position in the institutional hierarchy and the types of programme taught. However, where lecturers were able to implement their ambitions localised pedagogic identities became available to students. This study furthers understanding of how minority lecturers’ discursively- informed pedagogic practices co-exist with - and seek to challenge - hegemonic discourses.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: H Social Sciences (General)