Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/31683
Title: Transforming marginalised adult learners' views of themselves: Access to Higher Education courses in England
Authors: Busher, Hugh
James, Nalita
Piela, Anna
Palmer, Anna-Marie
First Published: 21-Aug-2014
Publisher: Taylor & Francis (Routledge)
Citation: British Journal of Sociology of Education, 2014, 35 (5), pp. 800-817 (18)
Abstract: Adult learners on Access to Higher Education courses struggled with institutional and social structures to attend their courses, but transformed their identities as learners through them. Although asymmetrical power relationships dominated the intentional learning communities of their courses, their work was facilitated by collaborative cultures and supportive tutors, and students gained the confidence to construct their own emergent communities of practice for learning. The students attended seven FE Colleges in the East Midlands of England. Data was collected by mixed methods within a social constructivist framework from students and their tutors.
DOI Link: 10.1080/01425692.2014.919842
ISSN: 0142-5692
eISSN: 1465-3346
Links: http://www.tandfonline.com/doi/abs/10.1080/01425692.2014.919842
http://hdl.handle.net/2381/31683
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Archived with reference to SHERPA/RoMEO and publisher website. The Version of Record of this manuscript has been published and is available in British Journal of Sociology of Education 21 Aug 2014 http://www.tandfonline.com/doi/abs/10.1080/01425692.2014.919842
Appears in Collections:Published Articles, School of Education

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