Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners

Duckworth, Vicky

doi:10.4324/9780203383537

Cited by 54 publications

(88 citation statements)

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“…We suggest that class still matters and is manifested in the choices or lack of choices learners have in their trajectory through education. This aligns with Skeggs (1997), Reay et al (2005) and more recently Duckworth (2013;, who challenge the trend of academic dismissal of class and labour.…”

Section: Introduction and Socio/political Contextmentioning

confidence: 99%

“…Supporting trainees to develop inclusive critical pedagogies, which open up spaces for critical reflection and dialogue, provides the opportunity to move from a competence based model of curriculum design to a holistic approach based on care (Duckworth 2013;. Caring has both affective and cognitive dimensions.…”

Section: Mentoring Support For Dispositional Change and The Developmementioning

confidence: 99%

“…This offers a valuable tool for highlighting the ways mentoring is understood, enacted and experienced. We have elaborated on Bourdieu's analytical framework, by proposing habitus as a mediating construct, not one which is deterministic (Duckworth, 2013). Adopting a mediating construct enables us to illustrate how the flow (or lack of flow) of capital across the field of education and the community (Figure 1 Our first literature review was undertaken using an initial keyword search for LLS ITE mentoring in the UK retrieved 13 papers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Social justice has a plethora of interpretations which can render it superficial; to provide depth in this paper, we conceptualise the term as both an ideology and a tool to challenge inequality in the context of educational practice. Duckworth (2013) identifies that fostering social justice does not simply mean exploring difference or diversity.…”

Section: Introduction and Socio/political Contextmentioning

confidence: 99%

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Extending the mentor role in initial teacher education: embracing social justice

Duckworth

Maxwell

2015

International Journal of Mentoring and Coaching in Education

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Purpose -The paper explores how mentors can act as change agents for social justice. It examines mentors' roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment.Design/methodology/approach -Two thematic literature reviews were undertaken: one of UK LLS ITE mentoring and the other an international review of social justice in relation to mentoring in ITE and the first year of teaching. Bourdieu's concepts of capital, field and habitus (Bourdieu, 1986) are used as sensitising tools to explore LLS mentors' practices and the possibilities for increasing the flow of 'pedagogical capital' between mentors, trainee teachers, learners and communities, in such a way that would enable mentors to become agents for social justice.Findings -LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what we call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice. 2Research limitations/implications -While the literature reviews provide timely and important insights into UK and international approaches, the existing literature bases are limited in scale and scope.Practical implications -A model for mentoring that promotes social justice and recommendations for mentor training are proposed.Originality/value -The paper addresses the omission in policy, research and practice of the potential for mentors to promote social justice. The proposed model and training approach can be adopted across all education phases.

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Section: Introduction and Socio/political Contextmentioning

confidence: 99%

Section: Mentoring Support For Dispositional Change and The Developmementioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introduction and Socio/political Contextmentioning

confidence: 99%

See 2 more Smart Citations

Extending the mentor role in initial teacher education: embracing social justice

Duckworth

Maxwell

2015

International Journal of Mentoring and Coaching in Education

Self Cite

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“…This discussion is supported by empirical examples illustrating the fruitfulness and potential of these approaches. For example, Duckworth's work (Duckworth 2013) with adult learners is presented and offers a good example of how social theories (e.g. Bourdieu's habitus) can be applied to practice.…”

Section: Studies In the Education Of Adults 2017mentioning

confidence: 99%

Adult literacy policy and practice: From intrinsic values to instrumentalism

Thériault

2017

Studies in the Education of Adults

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Understanding adult education in community contexts: A critical realist perspective

Jones

2020

British Educational Res J

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Third‐sector community organisations are important sites for learning, especially for the most excluded groups in society. However, scant attention has been paid to the various factors shaping educational provision in community contexts, and how these interact to shape the provision available to marginalised populations. This article presents new evidence addressing this gap, through drawing on interview data from practitioners working in the UK homelessness sector. It identifies a range of factors shaping educational provision in these community contexts. These are: service user need and demand; staff roles and capacity; organisational purpose and structures; national policies; support from other adult education providers; non‐governmental finance; and volunteers. With some modification, and placed within an overarching critical realist framework, it is argued that these findings are consistent with Boeren’s comprehensive lifelong learning participation model. The article concludes that so long as government policy and related funding continues to ignore and fails to support educational provision in these settings, it will remain piecemeal and highly contingent on the contribution of volunteers and short‐term funding.

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Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners

Cited by 54 publications

References 0 publications

Extending the mentor role in initial teacher education: embracing social justice

Extending the mentor role in initial teacher education: embracing social justice

Adult literacy policy and practice: From intrinsic values to instrumentalism

Understanding adult education in community contexts: A critical realist perspective

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