Navigating education and career pathways: the influence of human reflexivity on participation in Higher Education
Navigating education and career pathways: the influence of human reflexivity on participation in Higher Education
A central concern of Higher Education (HE) policy in the UK is to diversify the student population. The dominant perspective would appear to be that participation is desirable, a highly valued and a social good that individuals should aspire to. The research reported here attempts to make no such judgement about people’s decision to participate or not participate in higher education and recognises that they can live happy and worthwhile lives with or without the attainment of a degree.
What is of interest is how people come to navigate their way through a terrain of differential enablements and barriers to work and education, and the extent to which individual reflexivity influences their patterns and forms of educational participation. The framework of analysis used draws on Archer (2001, 2008) and considers the way in which adults’ social circumstances influence, but do not determine, their predisposition, orientations and concerns.
Dyke, Martin
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Fuller, Alison
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Heath, S.
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March 2008
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Fuller, Alison
c6b47796-05b5-4548-b67e-2ca2f2010fef
Heath, S.
ff47fea0-db25-404f-a1d4-9bc1850b6c7d
Dyke, Martin, Fuller, Alison and Heath, S.
(2008)
Navigating education and career pathways: the influence of human reflexivity on participation in Higher Education.
AERA 2008 Annual Meeting, New York, United States.
24 - 28 Mar 2008.
19 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
A central concern of Higher Education (HE) policy in the UK is to diversify the student population. The dominant perspective would appear to be that participation is desirable, a highly valued and a social good that individuals should aspire to. The research reported here attempts to make no such judgement about people’s decision to participate or not participate in higher education and recognises that they can live happy and worthwhile lives with or without the attainment of a degree.
What is of interest is how people come to navigate their way through a terrain of differential enablements and barriers to work and education, and the extent to which individual reflexivity influences their patterns and forms of educational participation. The framework of analysis used draws on Archer (2001, 2008) and considers the way in which adults’ social circumstances influence, but do not determine, their predisposition, orientations and concerns.
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Published date: March 2008
Venue - Dates:
AERA 2008 Annual Meeting, New York, United States, 2008-03-24 - 2008-03-28
Identifiers
Local EPrints ID: 149497
URI: http://eprints.soton.ac.uk/id/eprint/149497
PURE UUID: 8bd4d324-b428-4524-9289-bbe557914ab4
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Date deposited: 30 Apr 2010 12:37
Last modified: 14 Mar 2024 01:09
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Contributors
Author:
Alison Fuller
Author:
S. Heath
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