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This book focuses on the voices and experiences of non-traditional
students in European higher education. It examines the impact that
access to higher education is having on these students' lives and
discusses what this tells us about European education and society.
In particular, it explores the multi-dimensional nature of
inequality in varied national contexts focusing on the issues of
class, gender, ethnicity, age and disability. The book contributes
to the on-going debate about the changing nature of European higher
education and argues that research based on the experiences of
non-traditional students can be used to improve policy and practice
in tertiary education. Drawing on biographical narrative interviews
with 'non-traditional' students, the book covers topics including:
* the contemporary nature of inequality and how the various forms
of inequality intersect and overlap in higher education and society
* the formation and transformation of learner identities * the
structural barriers faced by non-traditional students * the sources
of student resilience and agency * a comparison of patterns of
inequality, access and retention in various European countries *
the implications of these findings for practice and policies.
Student Voices on Inequalities in Higher Education will appeal to
academics, researchers, policy-makers and practitioners working in
higher education institutions as well as people working in the
field of widening participation, adult education, access and
centres for teaching and learning. It will also be of interest to
postgraduate students in higher education.
First published in 1999, this volume centres on a case study which
looks at the experiences of non-traditional adult women students in
universities, from the perspective of the actors. The interaction
of structure and agency and the significance of macro and micro
levels in shaping the behaviour, attitudes and experiences of women
adult students are examined by drawing on three perspectives:
feminism, Marxism and interactionism. An underlying question is to
what extent did studying change the way participants perceived
themselves as women? It relates life histories to their student
career as individuals and collectively as subcultural groups. It
also breaks new ground by including a sample of male adult students
in order to compare and clarify gender issues. It also uses macro
and micro sociological theories as a tool for understanding the
experiences of women at university and the relationship between
their public and private lives. The book concludes that studying
for a degree represented an active decision to take greater
control, to break free from gender and class restraints, and to
transform individual lives. The study aims to clarify and reassert
the radical individual traditions within sociology, feminism and
adult education.
First published in 1999, this volume centres on a case study which
looks at the experiences of non-traditional adult women students in
universities, from the perspective of the actors. The interaction
of structure and agency and the significance of macro and micro
levels in shaping the behaviour, attitudes and experiences of women
adult students are examined by drawing on three perspectives:
feminism, Marxism and interactionism. An underlying question is to
what extent did studying change the way participants perceived
themselves as women? It relates life histories to their student
career as individuals and collectively as subcultural groups. It
also breaks new ground by including a sample of male adult students
in order to compare and clarify gender issues. It also uses macro
and micro sociological theories as a tool for understanding the
experiences of women at university and the relationship between
their public and private lives. The book concludes that studying
for a degree represented an active decision to take greater
control, to break free from gender and class restraints, and to
transform individual lives. The study aims to clarify and reassert
the radical individual traditions within sociology, feminism and
adult education.
What are the values and policies which are driving the development of Further Education institutions?
The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
What are the values and policies which are driving the development of Further Education institutions?
The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
This book focuses on the voices and experiences of non-traditional
students in European higher education. It examines the impact that
access to higher education is having on these students' lives and
discusses what this tells us about European education and society.
In particular, it explores the multi-dimensional nature of
inequality in varied national contexts focusing on the issues of
class, gender, ethnicity, age and disability. The book contributes
to the on-going debate about the changing nature of European higher
education and argues that research based on the experiences of
non-traditional students can be used to improve policy and practice
in tertiary education. Drawing on biographical narrative interviews
with 'non-traditional' students, the book covers topics including:
* the contemporary nature of inequality and how the various forms
of inequality intersect and overlap in higher education and society
* the formation and transformation of learner identities * the
structural barriers faced by non-traditional students * the sources
of student resilience and agency * a comparison of patterns of
inequality, access and retention in various European countries *
the implications of these findings for practice and policies.
Student Voices on Inequalities in Higher Education will appeal to
academics, researchers, policy-makers and practitioners working in
higher education institutions as well as people working in the
field of widening participation, adult education, access and
centres for teaching and learning. It will also be of interest to
postgraduate students in higher education.
Using Biographical Methods in Social Research provides an
informative, comprehensive, accessible and practical guide to the
nature and use of biographical methods, combining a consideration
of theoretical issues with practical guidance as well as
reflections on the personal experience of doing research. Barbara
Merrill and Linden West consider important questions about who and
what research is for and what makes it valid, alongside the
practical business of interviewing, transcribing, analyzing and
writing up of biographical data. The authors draw on their
sociological and psychological orientations to provide a truly
interdisciplinary approach to the subject, and provide numerous
examples of biographical research across the social sciences. This
book will equip students with all the skills necessary to undertake
biographical research as well as to fully understand what they are
doing and the assumptions they make about the nature of truth,
knowledge, story telling and being human. It will be useful for
students and researchers using biographical methods in a range of
disciplines, including sociology, social policy, social psychology,
health care and education.
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