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首页> 外文期刊>International Journal of Lifelong Education >‘This is the beginning of my life educationally’: older (50+ years) working class adults’ participation in higher education in Scotland, through the lens of critical educational gerontology
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‘This is the beginning of my life educationally’: older (50+ years) working class adults’ participation in higher education in Scotland, through the lens of critical educational gerontology

机译：“这是我的教育生涯的开始”：年龄较大（超过50岁）的工人阶级成年人通过批判性的老年医学视角参与苏格兰的高等教育

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This paper reports on original research where the primary objective was to critically explore the learning experiences of older (50+ years) working class adults in the context of a new university. Semi‐structured interviews with 10 older learners engaged in a range of study in a new university in the west of Scotland were utilised. This methodology was adopted to bring their voices to the fore, in recognition that these have been under‐represented in educational research to date. A main outcome of the study was that theorising of widening participation practice and pedagogy as it relates to older learners may be significantly developed from insights afforded by critical educational gerontology (CEG) (older adult education) and its central concern with empowerment of marginalised older adults. It is concluded that CEG’s theoretical perspectives and pedagogic practices—critical gerogogy—may inform and shape more responsive widening participation practices that aim to support under‐represented groups. This is particularly evident for older working class students whose formative educational experiences were predominantly characterised by severely limited choice and opportunity. CEG has significant implications for widening participation practice in offering a distinctive, holistic educational philosophy and creative pedagogical approach.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2010.512802
机译：本文报道了原始研究，其主要目的是在新大学的背景下批判性地探索年龄较大（超过50岁）的工人阶级的学习经验。对苏格兰西部一所新大学进行了一系列研究的10位年龄较大的学习者进行了Semi’结构性访谈。采用这种方法是为了使他们的声音脱颖而出，因为迄今为止，它们在教育研究中的代表性不足。该研究的主要结果是，与批判性老年医学（CEG）（老年人教育）及其对边缘化老年人赋权的中心关注有关的见解可以极大地发展与老年学习者有关的扩大参与实践和教学法的理论。 。结论是，CEG的理论观点和教学实践（即“批判性人体工程学”）可以指导和塑造旨在支持下层代表团体的更快速响应的参与实践。对于年龄较大的工人阶级学生而言，这尤其明显，他们的形成性教育经验主要表现为选择和机会受到严重限制。 CEG在提供独特，整体的教育理念和创造性的教学方法方面，对扩大参与实践具有重大意义。查看全文下载全文Delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2010.512802

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