Access and targeting: an exploration of a contradiction

Benn, Roseanne; Burton, Rob

doi:10.1080/0260137950140604

Cited by 9 publications

(2 citation statements)

References 6 publications

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“…It has been argued (Benn & Burton, 1995) that Britain has an education system premised on failure and that the resulting educational inequalities are directly related to class, gender, age and race. One reason for this may be because people from the non-participating groups are expected to fit into the existing education system rather than the system being changed to suit excluded groups (see Woodrow, 1996).…”

Section: Resultsmentioning

confidence: 99%

Resistance and determination: working class adults in higher education

Bamber

Tett

Hosie

et al. 1997

Research in Post-Compulsory Education

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Higher education is usually the preserve of the white, able-bodied middle classes. The authors report on a project designed to challenge this by giving access to working class, black and disabled community activists to the degree in Community Education. The authors argue that the success experienced by this group is the result of the interaction between personal and institutional factors, and their collective resistance to the individualising tendencies of traditional approaches to higher education. The group's authors analyse the individual and collective motivation, and identify three distinguishing factors in terms of personal values (intrinsic); material rewards (extrinsic); and the political significance of their collective action (political). The authors suggest that this project, by developing critical awareness and understanding, and emphasising the continuing role of the participants in their communities, has brought about institutional and personal change that will enable other traditional non-participants to participate.

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Section: Resultsmentioning

confidence: 99%

Resistance and determination: working class adults in higher education

Bamber

Tett

Hosie

et al. 1997

Research in Post-Compulsory Education

View full text Add to dashboard Cite

show abstract

“…In light of Layder's (1993) 306 JONG-CHUL JUNG AND RONALD M. CERVERO argument, however, the major concern in these studies have been the individual's self-identity and social experience and the situated activities in individual's dayto-day life and life span rather than the macro societal settings in which individuals have been located. Although some writings (Tuijnman 1990, Ben and Burton 1995, Gallacher et al 1996 have specifically illustrated political and policy-related influences on adults' participation in higher education, these are neither theoretical nor empirical studies. A few studies have analysed the impact of structural factors on publicly funded adult education (Nordhaug 1990, Benavot et al 1993.…”

Section: Introductionmentioning

confidence: 97%