TY - JOUR
T1 - Reflexivity, learning identities and adult basic skills in the United Kingdom
AU - Cieslik, Mark
N1 - Funding Information:
Payne (2003) has raised concerns on this issue suggesting that competency threshold scores reflect normative assumptions made by a community about ‘acceptable’ levels of basic skills. These initiatives have included the reform of curricula, the qualifications framework, learning and teaching as well as the establishment of a national research centre for basic skills. See also Cieslik (2003a) (ESRC grant no. RES-000-22-0331). An emphasis on reflexivity does not suggest that learning careers are shaped by individual’s rational decision-making alone—space precludes a more detailed analysis of the knowledgeability of actors and structuring processes. The basic skills of students included those who required considerable help over years to achieve a good grasp of literacy (foundation level) and the more able (levels 1–2) who required 6–12 months of assistance.
Copyright:
Copyright 2006 Elsevier B.V., All rights reserved.
PY - 2006/4/1
Y1 - 2006/4/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=33646505550&partnerID=8YFLogxK
U2 - 10.1080/01425690600556461
DO - 10.1080/01425690600556461
M3 - Article
AN - SCOPUS:33646505550
SN - 0142-5692
VL - 27
SP - 237
EP - 250
JO - British Journal of Sociology of Education
JF - British Journal of Sociology of Education
IS - 2
ER -