The School of Education and Communities, University of East London
Doi
Abstract
This article presents findings from a small-scale qualitative case study exploring how engagement with seminars might prompt a sense of community amongst students. Further, it considered if such engagement might afford students ‘seminar capital’, a form of academic social capital (Bourdieu 1977 in Preece 2010). The study also aimed to uncover how seminar pedagogy can support students to develop their academic voice and connect with others in learning communities. Reflecting on emergent learning (Bourner 2003) supports students to move between a range of language codes (Preece 2010). Students in the study reported that seminar discussions supported their conceptual understanding, consolidated their academic language skills and offered opportunities to apply their knowledge to their assessments. This took place within an emerging positioning of relationships between peers and lecturers
