"This Is the Beginning of My Life Educationally": Older (50+ Years) Working Class Adults' Participation in Higher Education in Scotland, through the Lens of Critical Educational Gerontology

Autor/in	McAllister, Chris
Titel	"This Is the Beginning of My Life Educationally": Older (50+ Years) Working Class Adults' Participation in Higher Education in Scotland, through the Lens of Critical Educational Gerontology
Quelle	In: International Journal of Lifelong Education, 29 (2010) 5, S.547-563 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Working Class; Educational Research; Educational Philosophy; Educational Gerontology; Older Adults; Interviews; Foreign Countries; Educational Experience; Teaching Methods; Higher Education; Theory Practice Relationship; Colleges; Disproportionate Representation; Educational Opportunities; Adult Students; Empowerment; Holistic Approach; Critical Theory; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Arbeiterklasse; Bildungsforschung; Pädagogische Forschung; Bildungsphilosophie; Erziehungsphilosophie; Geragogics; Geragogik; Älterer Erwachsener; Interviewing; Interviewtechnik; Ausland; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Theorie-Praxis-Beziehung; College; Hochschule; Fachhochschule; Bildungsangebot; Bildungschance; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Holistischer Ansatz; Kritische Theorie
Abstract	This paper reports on original research where the primary objective was to critically explore the learning experiences of older (50+ years) working class adults in the context of a new university. Semi-structured interviews with 10 older learners engaged in a range of study in a new university in the west of Scotland were utilised. This methodology was adopted to bring their voices to the fore, in recognition that these have been under-represented in educational research to date. A main outcome of the study was that theorising of widening participation practice and pedagogy as it relates to older learners may be significantly developed from insights afforded by critical educational gerontology (CEG) (older adult education) and its central concern with empowerment of marginalised older adults. It is concluded that CEG's theoretical perspectives and pedagogic practices--critical gerogogy--may inform and shape more responsive widening participation practices that aim to support under-represented groups. This is particularly evident for older working class students whose formative educational experiences were predominantly characterised by severely limited choice and opportunity. CEG has significant implications for widening participation practice in offering a distinctive, holistic educational philosophy and creative pedagogical approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10