Transforming marginalised adult learners' views of themselves: Access to Higher Education courses in England

Hugh Busher, Nalita James, Anna Piela, Anna Marie Palmer

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)

    Abstract

    Adult learners on Access to Higher Education courses struggled with institutional and social structures to attend their courses, but transformed their identities as learners through them. Although asymmetrical power relationships dominated the intentional learning communities of their courses, their work was facilitated by collaborative cultures and supportive tutors, and students gained the confidence to construct their own emergent communities of practice for learning. The students attended seven further education colleges in the East Midlands of England. Data were collected by mixed methods within a social constructivist framework from students and their tutors.

    Original languageEnglish
    Pages (from-to)800-817
    Number of pages18
    JournalBritish Journal of Sociology of Education
    Volume35
    Issue number5
    DOIs
    Publication statusPublished - 2014

    Keywords

    • adult education
    • marginalisation
    • power
    • socio-political contexts
    • widening participation

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