Hinton-Smith, Tamsin (2009) Lone parents as HE students: a qualitative email study. In: Merrill, Barbara (ed.) Learning to Change?: The Role of Identity and Learning Careers in Adult Education. Frankfurt am Main ; New York : Peter Lang, Oxford, UK.

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Abstract

The paper focuses on current research at the University of Sussex, located within the sociology of education, and funded by the Economic and Social Research Council (ESRC). It examines the experiences of lone parents studying toward Higher education (HE) qualifications at UK Higher education institutions (HEIs). The paper begins with explanation of the research, including timescale, methodology, limitations, progress and preliminary findings. The longitudinal nature of the research yielded a large volume of rich data, providing insight across diverse themes. The paper utilises segments of participant responses to demonstrate central conference themes. In addressing the HE access routes, processes and experiences of this group of adult learners, data presented focuses on how these testimonies illuminate the uncertainties and complexities of modern life, including the often non-linear nature of learning careers and impact of adult learning upon self-identity. As with existing research (Edwards 1993: 33, Wisker 1996:4, Arksey 1994), ‘balancing’ and ‘juggling’ of multiple identities and fragmented lives in modern life emerge as central themes. Testimonies affirm uncertainty, risk and individualisation of life in late modernity. Biographic data demonstrates the impact of factors including institutional cultures, class, gender, ethnicity, age and disability in determining learning careers, identities, individualisation and risk.

Item Type:	Book Section
Schools and Departments:	School of Law, Politics and Sociology > Sociology
Subjects:	L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Depositing User:	Tamsin Hinton-Smith
Date Deposited:	29 Jul 2008
Last Modified:	19 Feb 2016 09:13
URI:	http://srodev.sussex.ac.uk/id/eprint/1824
Google Scholar:	0 Citations

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