BERA Brunel draft NRJ Sept 2012 HCB comments.pdf (428.2 kB)
“I don’t think I was a learner”: the transformation of Access students’ learning identities
conference contribution
posted on 2015-03-05, 12:15 authored by Nalita James, Hugh Busher, Beth SuttillThis paper challenges Bourdieu’s view that the movement of the habitus across
new fields can result in a split habitus, divided against the self and in constant
negotiation with itself and its ambivalences. It draws on a qualitative study of
Access to Higher Education students across three Midlands-based further
education colleges which aimed to develop an understanding of the complexities
of Access students’ learner identities as they move across the unfamiliar field of
FE. Data was collected by …….., The findings demonstrate nuanced
understandings about how the Access to HE students make sense of their
previous learning experiences, and how those experiences inform the
development of their current identities, action and learning. [What do the
findings show about Bourdieu’s theory?]
History
Author affiliation
/Organisation/COLLEGE OF SOCIAL SCIENCE/School of EducationSource
Identities within Contemporary Education, Brunel University/ British Educational Research Association, Social Justice SIG,, Brunel University, London, UK.Version
- AM (Accepted Manuscript)