Literaturnachweis - Detailanzeige
| Autor/inn/en | Robinson, Denise; Walker, Martyn |
|---|---|
| Titel | "Working-Class" Education: Notions of Widening Participation in the Nineteenth and Twenty-First Centuries |
| Quelle | In: Journal of Adult and Continuing Education, 19 (2013) 2, S.3-23 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.7227/JACE.19.2.2 |
| Schlagwörter | Working Class; Community Attitudes; Community Involvement; Educational History; Foreign Countries; Social Mobility; Public Policy; Educational Policy; Higher Education; Vocational Education; Institutes (Training Programs); Mechanics (Process); Adult Education; United Kingdom Arbeiterklasse; History of education; Bildungsgeschichte; Ausland; Soziale Mobilität; Öffentliche Ordnung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Sommerakademie; Mechanische Bewegung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Großbritannien |
| Abstract | This paper argues that working-class widening participation in education is not necessarily new. While it can be argued that it was established in the late twentieth century as a concept and government strategy, aspects of its origins can be traced back to movements such as the mechanics' institute movement, first established by the 1850s. Such developments provide some evidence of working-class individuals accessing general, vocational, elementary, and even higher education which would otherwise have been denied to them. However, what this paper argues is that, whilst there were some comparable features between the two centuries, others reveal a policy environment and discourse in the twenty-first century that serves to maintain the position of working-class individuals, rather than supporting social mobility. Adult, informal and vocational courses at various levels can provide alternative routes to that of higher education. It also provides an example of how awareness of historical developments can be illuminating of today's policy discourse. (As Provided). |
| Anmerkungen | Manchester University Press. Oxford Road, Manchester M13 9NR, UK. Tel: +44-161-275-2310; Fax: +44-161-274-3346; e-mail: subscriptions@manchester.ac.uk; Web site: http://www.manchesteruniversitypress.co.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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