"My Past Is a Double Edge Sword": Temporality and Reflexivity in Mature Learners

Autor/inn/en	Stevenson, Jacqueline; Clegg, Sue
Titel	"My Past Is a Double Edge Sword": Temporality and Reflexivity in Mature Learners
Quelle	In: Studies in Continuing Education, 35 (2013) 1, S.17-29 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2012.684794
Schlagwörter	Foreign Countries; Adult Education; Adult Students; Maturity (Individuals); Access to Education; Higher Education; Educational Background; Educational Policy; Educational Attainment; Educational Mobility; Theory Practice Relationship; Economic Climate; Futures (of Society); Reflection; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Reifung; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorbildung; Politics of education; Bildungspolitik; Bildungsabschluss; Bildungsgut; Bildungsmobilität; Theorie-Praxis-Beziehung; Wirtschaftslage; Future; Society; Zukunft; Großbritannien
Abstract	This paper discusses the ways in which mature students orientate themselves towards the future in making decisions to access higher education (HE). Their narratives connect their past, often difficult, educational and personal lives to their future aspirations and to their current experiences in further education (FE) and HE. The research was part of a larger project undertaken for the UK Higher Education Academy Centre for Sociology, Anthropology and Politics (C-SAP) exploring FE and HE mature learners' future "possible selves" including those selves that are desired and those that are not. Students were asked to reflect on both their past journeys as well as on what their possible future(s) might look like. In this paper, we focus on the mature learners in our study as they emerged as having distinctive orientations towards their futures. (Contains 1 table and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10