Understanding participation in learning for non-traditional adult learners: Learning careers and the construction of learning identities
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 0142-5692Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/0142569032000043605
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|
H Social Sciences > HM Sociology
|Journal or Publication Title:||BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION|
|Number of Pages:||13|
|Page Range:||pp. 55-67|
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