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Inclusive research as a site for lifelong learning: participation in learning communities

Inclusive research as a site for lifelong learning: participation in learning communities
Inclusive research as a site for lifelong learning: participation in learning communities
This paper explores the learning that goes on when adults with learning disabilities are involved in inclusive (participatory or emancipatory) research. Applying thematic and narrative re-analysis of data from a series of focus groups involving inclusive researchers talking about their research work indicates inclusive research is a rich site for learning. The nature of the new knowledge (know-what and know-how) about the process and products of inclusive research, as well as more transferrable interpersonal learning and development of problem-solving are examined. Participants had, in their involvement in inclusive research, learned to occupy new roles; their narratives are of important and largely enjoyable learning journeys. In an effort to theoretically situate such learning, the paper discusses the fit between the learning evident in the data and concepts of lifelong learning, informal learning, and community learning
Inclusive research, informal learning, learning community, learning disabilities, lifelong learning, participatory research
0266-0830
23-37
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef

Nind, Melanie (2016) Inclusive research as a site for lifelong learning: participation in learning communities. Studies in the Education of Adults, 48 (1), 23-37. (doi:10.1080/02660830.2016.1155847).

Record type: Article

Abstract

This paper explores the learning that goes on when adults with learning disabilities are involved in inclusive (participatory or emancipatory) research. Applying thematic and narrative re-analysis of data from a series of focus groups involving inclusive researchers talking about their research work indicates inclusive research is a rich site for learning. The nature of the new knowledge (know-what and know-how) about the process and products of inclusive research, as well as more transferrable interpersonal learning and development of problem-solving are examined. Participants had, in their involvement in inclusive research, learned to occupy new roles; their narratives are of important and largely enjoyable learning journeys. In an effort to theoretically situate such learning, the paper discusses the fit between the learning evident in the data and concepts of lifelong learning, informal learning, and community learning

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Accepted/In Press date: 16 April 2015
e-pub ahead of print date: 18 May 2016
Published date: 2016
Keywords: Inclusive research, informal learning, learning community, learning disabilities, lifelong learning, participatory research

Identifiers

Local EPrints ID: 376342
URI: http://eprints.soton.ac.uk/id/eprint/376342
ISSN: 0266-0830
PURE UUID: d92a58db-fea3-4aed-be77-31ed0dc3f3c9
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

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Date deposited: 24 Apr 2015 15:10
Last modified: 28 Jan 2022 02:39

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