Case study: Violence in the learning trajectories of Basic Skills Learners and the implication of this in shaping the curriculum

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

From my experience of living and working with learners from disadvantaged backgrounds, I would argue that notion of neo-liberalism and its implication that an individual is free to determine their own pathway, is limited by the impact of structural and historical inequalities: gender, race and class and other markers of identity that shape the learners’ educational journeys. One way in which this happens is that learners from disadvantaged backgrounds are not considered to have the right attributes to progress. To discuss these Issues I focus on my recent study which asks ‘why’ and ‘how’ structures of inequality and domination are reproduced across the public and private domains of the learners’ lives (Duckworth 2013, 14)
Original languageEnglish
Title of host publicationReadings for Reflective Teaching in Further, Adult and Vocational Education
EditorsMargaret Gregson, Lawrence Nixon, Andrew Pollard, Trish Spedding
PublisherBloomsbury Publishing
Pages110-114
Volume1
ISBN (Print)9781472586490
Publication statusPublished - 26 Feb 2015

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