Steps towards Participation: The Social Support of Learning Trajectories

Autor/inn/en	Edwards, Anne; Mackenzie, Lin
Titel	Steps towards Participation: The Social Support of Learning Trajectories
Quelle	In: International Journal of Lifelong Education, 24 (2005) 4, S.287-302 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Learning Processes; At Risk Persons; Foreign Countries; Interviews; Females; Participation; Personality Traits; Social Support Groups; Interpersonal Relationship; Social Environment; Adjustment (to Environment); Behavior Patterns; Self Concept; Lifelong Learning; Community Development; Adults; Access to Education; Community Centers; Adult Learning; Social Capital; Social Networks; United Kingdom (England) + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Risikogruppe; Ausland; Interviewing; Interviewtechnik; Weibliches Geschlecht; Teilnahme; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Social support; Soziale Unterstützung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziales Umfeld; Selbstkonzept; Life-long learning; Lebenslanges Lernen; Community; Development; Entwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Adulte education; Adult training; Erwachsenenbildung; Sozialkapital; Social network; Soziales Netzwerk
Abstract	In this paper we argue that interventions aimed at preventing social exclusion need to be informed by detailed analysis of the formation, disruption, reformation and support of trajectories of participation in the opportunities for action provided. We draw on evidence we gathered on the lives of two women who used an inner city drop-in centre to discuss how resilience and trajectories of inclusion are built slowly over time in relationship with others. Using concepts derived from sociocultural psychology and activity theory, we interrogate the evidence to first ask whether there is a pattern of changes in participation over time and to then explore how the identity shifts these changes represent are supported. The analysis reveals that there is a pattern, but it is a pattern of using and giving support which suggests that such trajectories are likely to be recursive. This using and giving of support we term relational agency and argue that a capacity for relational agency, as both the supported and the supporter, is a crucial factor in the development of purposive identities and the building of resilience. We also suggest that it is likely to be encouraged in settings which can foster trust and reciprocity as flexible and open learning zones. (Contains 3 figures and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10