BERA Brunel draft NRJ Sept 2012 HCB comments.pdf (428.2 kB)
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“I don’t think I was a learner”: the transformation of Access students’ learning identities

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conference contribution
posted on 05.03.2015, 12:15 by Nalita James, Hugh Busher, Beth Suttill
This 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 Education

Source

Identities within Contemporary Education, Brunel University/ British Educational Research Association, Social Justice SIG,, Brunel University, London, UK.

Version

AM (Accepted Manuscript)

Available date

05/03/2015

Temporal coverage: start date

19/04/2012

Temporal coverage: end date

19/04/2012

Language

en

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