Parents, Partners and Peers: Bearing the Hidden Costs of Lifelong Learning

Autor/inn/en	Waller, Richard; Bovill, Helen; Pitt, Bob
Titel	Parents, Partners and Peers: Bearing the Hidden Costs of Lifelong Learning
Quelle	In: International Journal of Lifelong Education, 30 (2011) 4, S.509-526 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Social Justice; Lifelong Learning; Risk; Adult Students; Costs; Interpersonal Relationship; Family Relationship; Higher Education; Opportunities; Nontraditional Students; Foreign Countries; Personal Narratives; Qualitative Research; Longitudinal Studies; Interviews; Autobiographies; Adults; Peer Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Life-long learning; Lebenslanges Lernen; Risiko; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Cost; Kosten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Möglichkeit; Ausland; Erlebniserzählung; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Autobiography; Autobiografie; Autobiographie; Peer-Beziehungen; Großbritannien
Abstract	This paper examines data from three projects to explore the "hidden costs" of participating in lifelong learning. Whilst other potential risks (financial for instance) are anticipated, those around family and friendship ties are usually not. Adult re-engagement with education can result in unexpected negative consequences for learners' existing relationships, something addressed in academic literature but rarely in official policy rhetoric. We draw upon data from the projects to demonstrate how these unanticipated risks are negotiated and the impact of this discursive practice on those involved. We discuss this sense of risk, and also concepts of entitlement to one aspect of lifelong learning, higher education (HE) amongst those traditionally excluded from it in the UK. Entry to HE alone does not secure either a sense of entitlement, or a reduction of risk in terms of social justice, viewed as a means of fairly redistributing opportunities to compete for credentials. For some non-traditional learners, their sense of a lack of entitlement and levels of loss and risk to identity increase as they participate in university. We conclude by discussing how these "hidden costs" of lifelong learning are borne by learners and those closest to them, their parents, partners and peers, and how institutions may offer support through processes of transition to adult learner. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10