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

Vicky Duckworth

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

Secondary, Further Education & Training

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-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 language	English
Title of host publication	Readings for Reflective Teaching in Further, Adult and Vocational Education
Editors	Margaret Gregson, Lawrence Nixon, Andrew Pollard, Trish Spedding
Publisher	Bloomsbury Publishing
Pages	110-114
Volume	1
ISBN (Print)	9781472586490
Publication status	Published - 26 Feb 2015

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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http://www.bloomsbury.com/uk/readings-for-reflective-teaching-in-further-adult-and-vocational-education-9781472586490/

Cite this

Duckworth, V. (2015). Case study: Violence in the learning trajectories of Basic Skills Learners and the implication of this in shaping the curriculum. In M. Gregson, L. Nixon, A. Pollard, & T. Spedding (Eds.), Readings for Reflective Teaching in Further, Adult and Vocational Education (Vol. 1, pp. 110-114). Bloomsbury Publishing. http://www.bloomsbury.com/uk/readings-for-reflective-teaching-in-further-adult-and-vocational-education-9781472586490/

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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{\textquoteright} 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 {\textquoteleft}why{\textquoteright} and {\textquoteleft}how{\textquoteright} structures of inequality and domination are reproduced across the public and private domains of the learners{\textquoteright} lives (Duckworth 2013, 14)",

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year = "2015",

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language = "English",

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Duckworth, V 2015, Case study: Violence in the learning trajectories of Basic Skills Learners and the implication of this in shaping the curriculum. in M Gregson, L Nixon, A Pollard & T Spedding (eds), Readings for Reflective Teaching in Further, Adult and Vocational Education. vol. 1, Bloomsbury Publishing, pp. 110-114. <http://www.bloomsbury.com/uk/readings-for-reflective-teaching-in-further-adult-and-vocational-education-9781472586490/>

Case study: Violence in the learning trajectories of Basic Skills Learners and the implication of this in shaping the curriculum. / Duckworth, Vicky.
Readings for Reflective Teaching in Further, Adult and Vocational Education. ed. / Margaret Gregson; Lawrence Nixon; Andrew Pollard; Trish Spedding. Vol. 1 Bloomsbury Publishing, 2015. p. 110-114.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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T1 - Case study: Violence in the learning trajectories of Basic Skills Learners and the implication of this in shaping the curriculum

AU - Duckworth, Vicky

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N2 - 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)

AB - 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)

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BT - Readings for Reflective Teaching in Further, Adult and Vocational Education

A2 - Gregson, Margaret

A2 - Nixon, Lawrence

A2 - Pollard, Andrew

A2 - Spedding, Trish

PB - Bloomsbury Publishing

ER -

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

Abstract

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