Transforming Marginalised Adult Learners' Views of Themselves: Access to Higher Education Courses in England

Autor/inn/en	Busher, Hugh; James, Nalita; Piela, Anna; Palmer, Anna-Marie
Titel	Transforming Marginalised Adult Learners' Views of Themselves: Access to Higher Education Courses in England
Quelle	In: British Journal of Sociology of Education, 35 (2014) 5, S.800-817 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2014.919842
Schlagwörter	Foreign Countries; Adult Students; Higher Education; Access to Education; Courses; Self Concept; Power Structure; Communities of Practice; Disadvantaged; Case Studies; Mixed Methods Research; Adult Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Kursangebot; Selbstkonzept; Community; Case study; Fallstudie; Case Study; Adult basic education; Adult training; Erwachsenenbildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10