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Improving Opportunities to Engage in Learning investigates the
experiences of mature adult learners returning to formal education.
The book challenges the policy discourses in which Access to Higher
Education survives by suggesting that continuing education is more
about determination by students to alter their identities and
career opportunities than meeting narrow performative criteria of
financial targets. Chapters explore students' struggles with
institutional and social structures in the current political and
socio-economic climate, before identifying how the transformation
of their learner identities is facilitated in the courses by
collaborative cultures and supportive tutors. The book addresses a
research gap in knowledge about students' and tutors' experiences
of Access to Higher Education courses, presenting a broad
perspective on the importance and difficulties of such courses
through listening to the voices of students and tutors undertaking
a variety of Access to HE pathways. The authors argue that despite
success on their courses benefiting the national economy as well as
students individually, the social and financial costs of continuing
education is almost entirely shifted onto students' shoulders by
policymakers. Despite the costs, students can still see Access to
HE as a chance to improve their lives, reflecting the neoliberal
discourse of personal responsibility and risk embedded in broader
national social and policy discourses. Improving Opportunities to
Engage in Learning will be of great interest to researchers,
academics and postgraduate students in the fields of further and
higher education, widening participation, social justice and
sociology of education, and education policy and politics.
Issues of access, social exclusion and widening participation
dominate educational policy agendas and are a shared global
challenge. Participation in higher education and adult lifelong
learning activities can be a life-changing experience that opens up
new opportunities. However, access remains unequal. People from
lower socio-economic backgrounds, those living in the most deprived
areas and people from minority ethnic groups are underrepresented.
In this book, we focus on how we can move the field of widening
participation forward, paying specific attention to the theories
and methods we can use to better understand and tackle the problem
of underrepresented groups in post-compulsory education, and how
individuals and institutions can be supported. We argue that in
order to make sense of these issues, it is important to engage in
both the findings of widening participation research and the
theoretical foundations which underpin them. This way, alternative
perspectives on the widening participation agenda and emerging
research and policy can be explored from alternative perspectives.
This book was originally published as a special issue of Studies in
Continuing Education.
Improving Opportunities to Engage in Learning investigates the
experiences of mature adult learners returning to formal education.
The book challenges the policy discourses in which Access to Higher
Education survives by suggesting that continuing education is more
about determination by students to alter their identities and
career opportunities than meeting narrow performative criteria of
financial targets. Chapters explore students' struggles with
institutional and social structures in the current political and
socio-economic climate, before identifying how the transformation
of their learner identities is facilitated in the courses by
collaborative cultures and supportive tutors. The book addresses a
research gap in knowledge about students' and tutors' experiences
of Access to Higher Education courses, presenting a broad
perspective on the importance and difficulties of such courses
through listening to the voices of students and tutors undertaking
a variety of Access to HE pathways. The authors argue that despite
success on their courses benefiting the national economy as well as
students individually, the social and financial costs of continuing
education is almost entirely shifted onto students' shoulders by
policymakers. Despite the costs, students can still see Access to
HE as a chance to improve their lives, reflecting the neoliberal
discourse of personal responsibility and risk embedded in broader
national social and policy discourses. Improving Opportunities to
Engage in Learning will be of great interest to researchers,
academics and postgraduate students in the fields of further and
higher education, widening participation, social justice and
sociology of education, and education policy and politics.
Issues of access, social exclusion and widening participation
dominate educational policy agendas and are a shared global
challenge. Participation in higher education and adult lifelong
learning activities can be a life-changing experience that opens up
new opportunities. However, access remains unequal. People from
lower socio-economic backgrounds, those living in the most deprived
areas and people from minority ethnic groups are underrepresented.
In this book, we focus on how we can move the field of widening
participation forward, paying specific attention to the theories
and methods we can use to better understand and tackle the problem
of underrepresented groups in post-compulsory education, and how
individuals and institutions can be supported. We argue that in
order to make sense of these issues, it is important to engage in
both the findings of widening participation research and the
theoretical foundations which underpin them. This way, alternative
perspectives on the widening participation agenda and emerging
research and policy can be explored from alternative perspectives.
This book was originally published as a special issue of Studies in
Continuing Education.
This book examines the experiences of adult learners in times of
austerity. The power of adult education to transform lives is well
known, and it is especially powerful for those who missed out on
educational opportunities earlier in life. Those who have been
successful learners in the past are more likely to continue their
education and training, making extra support and funding ever-more
important: however, in the current economic and political climate,
support for adult learning is significantly decreasing. This book
sheds light on the experiences of adult learners, despite the
difficulties facing the sector: interweaving empirical discussions
with theoretical debates, the editors and contributors demonstrate
the challenges and struggles of adult learners in higher, further
and community education. This enlightening edited collection will
be of interest to all those involved in adult education as well as
policy makers and funders.
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