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

Mark Cieslik*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

18 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)237-250
Number of pages14
JournalBritish Journal of Sociology of Education
Issue number2
Publication statusPublished - 1 Apr 2006
Externally publishedYes


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