This paper analyses the results of a research project on the experiences and learning needs of students with dependent children in a 1960s university. The findings are based on semi‐structured interviews with university services and academic staff, as well as a questionnaire survey among students with dependent children and follow‐up in‐depth interviews with a sample of 18 of these students. The paper shows that, for those surveyed, future employment opportunities and being a role model for their children were the main motivations for entering higher education and that their choice of university was highly spatially restricted by their caring responsibilities. It also discusses the main issues students faced once at university, including time and timing, finance, childcare, confidence, sense of belonging and skills. The paper highlights how gender and other biographical characteristics influence parents' experiences and includes suggestions for lessening the barriers they face while at university.

No abstract

No abstract

In the main, the literature on body work has focused on the workplace, overlooking the spaces and places of training for work. Drawing on tutors' understandings of teaching and mothers' varied experiences of training for body work in areas of health, beauty and social care, this paper explores the learning environment as a liminal space. For many mothers, it is a space that sits at the nexus of home, work and leisure and is where the individual moves from student to practitioner ⁄ worker. These transitions require gender and maternal identities, among others, to be negotiated and regulated. By conceptualising body work as the interaction between bodies and the (self)disciplining of one's own body, this paper discusses various regulatory processes of learning, from embedding and embodying of 'professional' knowledge and identities to the repressing of cultural norms and behaviour. In so doing, the paper also considers how students struggle with, and occasionally resist and subvert, regulatory norms, imbuing the learning environment with their own meaning and sense of self. With this focus, we highlight the resonance of the body work concept for drawing together a wide range of subject areas, and suggest the closer the work with the body the more urgent the need for regulation of one's own body and the more fine-tuned the embodied discipline.

No abstract