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Understanding participation in learning for non-traditional adult learners: Learning careers and the construction of learning identities
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UNSPECIFIED. (2003) Understanding participation in learning for non-traditional adult learners: Learning careers and the construction of learning identities. BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 24 (1). pp. 55-67. ISSN 0142-5692
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Official URL: http://dx.doi.org/10.1080/0142569032000043605
Abstract
Concepts of learner identities and learning careers have recently acquired popularity as ways Of analysing participation in learning among young adults. This paper presents a conceptual challenge to unilinear approaches to the concept of learning careers. It draws on empirical data gathered during a study of new entrants to Scottish further education colleges, and illustrates the analysis through two biographical studies. It argues that learner identities can be fragile, contingent and vulnerable to external changes, and indeed can incorporate elements of hostility to education, as well as a degree of denial of responsibility even on the part of enthusiastic learners.
| Item Type: | Journal Article |
|---|---|
| Subjects: | L Education H Social Sciences > HM Sociology |
| Journal or Publication Title: | BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION |
| Publisher: | CARFAX PUBLISHING |
| ISSN: | 0142-5692 |
| Date: | February 2003 |
| Volume: | 24 |
| Number: | 1 |
| Number of Pages: | 13 |
| Page Range: | pp. 55-67 |
| Identification Number: | 10.1080/0142569032000043605 |
| Publication Status: | Published |
| URI: | http://wrap.warwick.ac.uk/id/eprint/10161 |
Data sourced from Thomson Reuters' Web of Knowledge
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