Reflexivity, learning identities and adult basic skills in the United Kingdom 

Hdl Handle:
http://hdl.handle.net/10149/58449
Title:
Reflexivity, learning identities and adult basic skills in the United Kingdom 
Authors:
Cieslik, M. (Mark)
Affiliation:
University of Teesside.; Social Futures Institute. Youth Research Unit.
Citation:
Cieslik, M. (2006) 'Reflexivity, learning identities and adult basic skills in the United Kingdom', British Journal of Sociology of Education, 27 (2), pp.237-250.
Publisher:
Taylor & Francis
Journal:
British Journal of Sociology of Education
Issue Date:
Apr-2006
URI:
http://hdl.handle.net/10149/58449
DOI:
10.1080/01425690600556461
Abstract:
This paper reports on the findings of a small qualitative research project that examined the experiences of a group of adult learners attending a basic skills programme in the English Midlands during the late 1990s. It explores patterns of participation on such programmes and illustrates that early life course experiences can shape changing dispositions towards learning and forms of (dis)engagement from formal provision. The concept of reflexivity is used to help describe the differing contributions that structural and agential processes make to this patterning of engagement with learning. Such an approach is posited as a development of the concepts of learning identity and learning career that have recently been used to understand participation in education.
Type:
Article
Keywords:
adult learners; learning; education; experiences; dispositions; United Kingdom; perceptions; adult
ISSN:
1465-3346
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 08/01/2010]
Citation Count:
2 [Scopus, 08/01/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorCieslik, M. (Mark)-
dc.date.accessioned2009-04-01T10:52:21Z-
dc.date.available2009-04-01T10:52:21Z-
dc.date.issued2006-04-
dc.identifier.citationBritish Journal of Sociology of Education; 27 (2): 237-250-
dc.identifier.issn1465-3346-
dc.identifier.doi10.1080/01425690600556461-
dc.identifier.urihttp://hdl.handle.net/10149/58449-
dc.description.abstractThis paper reports on the findings of a small qualitative research project that examined the experiences of a group of adult learners attending a basic skills programme in the English Midlands during the late 1990s. It explores patterns of participation on such programmes and illustrates that early life course experiences can shape changing dispositions towards learning and forms of (dis)engagement from formal provision. The concept of reflexivity is used to help describe the differing contributions that structural and agential processes make to this patterning of engagement with learning. Such an approach is posited as a development of the concepts of learning identity and learning career that have recently been used to understand participation in education.-
dc.publisherTaylor & Francis-
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 08/01/2010]-
dc.subjectadult learners-
dc.subjectlearning-
dc.subjecteducation-
dc.subjectexperiences-
dc.subjectdispositions-
dc.subjectUnited Kingdom-
dc.subjectperceptions-
dc.subjectadult-
dc.titleReflexivity, learning identities and adult basic skills in the United Kingdom -
dc.typeArticle-
dc.contributor.departmentUniversity of Teesside.-
dc.contributor.departmentSocial Futures Institute. Youth Research Unit.-
dc.identifier.journalBritish Journal of Sociology of Education-
ref.assessmentRAE 2008-
ref.citationcount2 [Scopus, 08/01/2010]-
or.citation.harvardCieslik, M. (2006) 'Reflexivity, learning identities and adult basic skills in the United Kingdom', British Journal of Sociology of Education, 27 (2), pp.237-250.-
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