Circular Pedagogy, Assessment and Cultural Capital: What a student journal can do for graduates, current students and tutors

Abstract

This paper explores a third-year Sociology module assessment where students critically analyze contemporary social phenomena using theoretical frameworks from the course. By incorporating their generational perspectives and zeitgeist, students produce insightful commentaries that contribute to a shared learning experience among peers and tutors. This exercise fosters a community of practice, emphasizing mutual learning and engagement. Furthermore, the assessment follows a circular pedagogy, as the most outstanding student work is published annually in an open-access online journal by a student-staff editorial board. This initiative not only enhances academic discourse but also provides students with their first publication, strengthening their CVs and employability. The paper reflects on the impact of this pedagogical approach, highlighting its role in promoting research skills, critical thinking, and collaborative knowledge production