Being an Adult Learner in Austere Times - Exploring the Contexts of Higher, Further and Community Education
von: Ellen Boeren, Nalita James
Palgrave Macmillan, 2018
ISBN: 9783319972084
Sprache: Englisch
223 Seiten, Download: 3145 KB
Format: PDF, auch als Online-Lesen
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Being an Adult Learner in Austere Times - Exploring the Contexts of Higher, Further and Community Education
| Contents | 5 | ||
| Contributors | 7 | ||
| List of Figures | 8 | ||
| List of Tables | 10 | ||
| 1 Adult Education in Austere Times: An Introduction | 11 | ||
| Introduction | 11 | ||
| Adult Learning–Does It Matter? | 13 | ||
| An Age of Austerity? | 16 | ||
| Adult Education: Moving Beyond Austerity? | 20 | ||
| Conclusion | 25 | ||
| References | 26 | ||
| 2 Being an Adult Learner in Europe and the UK: Persisting Inequalities and the Role of the Welfare State | 30 | ||
| Introduction | 30 | ||
| Measuring Adult Learning Participation in Major Surveys | 32 | ||
| Individual Determinants of Lifelong Learning | 35 | ||
| Educational Attainment | 37 | ||
| Employment | 38 | ||
| Age | 40 | ||
| The Role of the Welfare State | 41 | ||
| Discussion | 50 | ||
| References | 51 | ||
| 3 The Message or the Bottle? Community, Associationism and Adult Learning as “Part of the Process of Social Change” | 55 | ||
| Historical Context | 56 | ||
| Class, Knowledge Dispossession and Austerity | 57 | ||
| Class and Education—The Myth of Social Mobility? | 62 | ||
| Adult Education—A Space for Challenge and Resilience | 68 | ||
| Community | 69 | ||
| Political and Social Consciousness | 71 | ||
| Ethic of Service—“Social Purpose Education” | 72 | ||
| Resources for a Journey of Hope | 73 | ||
| References | 76 | ||
| 4 Keeping Going in Austere Times: The Declining Spaces for Adult Widening Participation in Higher Education in England | 79 | ||
| Introduction | 79 | ||
| The Higher Education Policy Context in England | 81 | ||
| Data Which Points to the Decline in Enrolments of Mature Learners in Higher Education in England | 84 | ||
| An Access Programme for Widening Participation Students at Birkbeck | 86 | ||
| The Broader Context—The Decline of Adult Education Provision | 90 | ||
| Case Study 2: Outreach at Leeds | 92 | ||
| Keeping Going, Finding Spaces | 95 | ||
| Conclusion | 98 | ||
| References | 99 | ||
| 5 Mature Students and Social Isolation: Being Excluded or Choosing to Be Alone? | 104 | ||
| Introduction: Age in an Undergraduate Context | 104 | ||
| The Policy Context: Mature Students and Higher Education | 106 | ||
| The Higher Education Population: Patterns of Mature Student Participation | 109 | ||
| Reviewing the Literature: Factors that Lead to Failure | 112 | ||
| Methods | 114 | ||
| Findings | 116 | ||
| Isolation as a Coping Strategy | 117 | ||
| Isolation as a Result of Feeling Excluded Socially | 119 | ||
| Discussion | 123 | ||
| References | 125 | ||
| 6 Subjects in Formation: Women’s Experiences of Access to Higher Education Courses and Entering Higher Education | 130 | ||
| Introduction and Context | 130 | ||
| Literature Review and Theoretical Framework | 133 | ||
| Methodological Approach | 135 | ||
| Analysing the Interviews | 137 | ||
| Returning to Education as Resistance | 138 | ||
| Returning to Study and Navigating Changing Identities | 142 | ||
| Returning to Study and Academic Cultures | 147 | ||
| Conclusion | 151 | ||
| References | 154 | ||
| 7 Further Educations: Transformative Teaching and Learning for Adults in Times of Austerity | 157 | ||
| Introduction | 157 | ||
| Contextual Constraints: Notions of the Knowledge Economy | 159 | ||
| The Research | 162 | ||
| Connecting Critical Pedagogy to Critical Methodology | 163 | ||
| Ethics | 166 | ||
| Findings | 167 | ||
| Transformative Teaching and Learning as a Lifeline of Hope | 168 | ||
| Discussion | 175 | ||
| Class Matters in Times of Austerity | 175 | ||
| Social, Cultural and Educational Capitals Matter | 176 | ||
| Communities Matter | 177 | ||
| Formulating Some Recommendations for Policy and Practice | 178 | ||
| Conclusion | 180 | ||
| References | 181 | ||
| 8 Adult Education in Community Organisations Supporting Homeless Adults: Exploring the Impact of Austerity Politics | 184 | ||
| Introduction | 184 | ||
| What Is Homelessness and Who Are Homeless People? | 185 | ||
| Homelessness and Education | 186 | ||
| Adult Education for Homeless Adults: The Policy and Practice Context | 188 | ||
| A Study of the Greater Manchester Homelessness Sector | 190 | ||
| Adult Education Provision Across the Greater Manchester Homelessness Sector | 191 | ||
| Victims of the Shrinking Pots: Reducing Resources for Education in Homelessness Settings | 193 | ||
| Responding to Welfare Reform: The Wider Implications of Austerity on Education for Homeless Learners | 197 | ||
| A Significant Change or Just More of the Same? | 198 | ||
| Conclusion | 199 | ||
| Recommendations for Policy and Practice | 200 | ||
| For the Government | 200 | ||
| For the Adult Education Sector | 200 | ||
| For the Homelessness Sector | 201 | ||
| References | 201 | ||
| 9 Conclusions and Recommendations | 204 | ||
| Introduction | 204 | ||
| Theoretical and Political Perspectives | 205 | ||
| Ageism | 205 | ||
| Neo-Liberal Ideologies | 207 | ||
| Wider Public Sector Cuts | 207 | ||
| Transformative Power | 208 | ||
| Recommendations for Policy and Practice | 209 | ||
| Change the Idea That Education Is Only Worth the Investment for Younger People | 209 | ||
| Create Links Between the Education Sector and Other Public Sector Services | 210 | ||
| Provide Educators with Training on Working with Adult Learners | 211 | ||
| Be Open About the Benefits of Learning as an Adult Learner | 212 | ||
| Recommendations for Future Research | 212 | ||
| Undertake Research to Further Understand the Effects of Austerity Across Welfare Sectors and Underrepresented Groups | 212 | ||
| Employ a Mix of Research Methods to Further the Understanding of Issues Relating to Adult Learners | 213 | ||
| Explore Issues of Adult Learning at Different Types of Institutions | 213 | ||
| Explore the Impact of Brexit on Adult Learning | 214 | ||
| Final Remarks | 215 | ||
| Index | 216 |