Dyke, Martin, Fuller, Alison and Heath, S.
Navigating education and career pathways: the influence of human reflexivity on participation in Higher Education
At AERA 2008 Annual Meeting, United States.
24 - 28 Mar 2008.
Microsoft Word AERA08-NPHE-paper_Final.doc
Restricted to Repository staff only
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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