A critical feminist analysis of the homeplace as learning site: expanding the discourse of lifelong learning to consider adult women learners

Gouthro, Patricia A.

doi:10.1080/026037042000317310

Cited by 54 publications

(60 citation statements)

References 37 publications

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“…The role of caregiver also impacts upon the identity work conducted by female learners, adding to the complexity of this transition into higher education. As Gouthro (2006) explains:…”

Section: Literature Reviewmentioning

confidence: 99%

“I generally say I am a mum first...But I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university.

O’Shea

2015

Journal of Diversity in Higher Education

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The university student experience is both evolving and diverse. Increasing numbers of older students are accessing universities worldwide, and also access for student equity groups is a key policy driver in countries such as the United Kingdom, Australia, United States, and others. However, among this change and flux, how individuals manage their transition into this environment with reference to new and existing identities is worthy of further exploration. This article draws on 2 separate but complementary Australian research projects that explored the experiences of students who had all commenced university after a significant gap in learning. The participants that feature in this article are all female caregivers who also identified as being first-in-family to come to university. The article seeks to explore how the women managed this move into this tertiary environment and also the ways in which student and caregiving identities interacted. The article presents narrative vignettes derived from the collective voices of participants, each of which explores key facets of this return to learning.

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“…The role of caregiver also impacts upon the identity work conducted by female learners, adding to the complexity of this transition into higher education. As Gouthro (2006) explains:…”

Section: Literature Reviewmentioning

confidence: 99%

“I generally say I am a mum first...But I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university.

O’Shea

2015

Journal of Diversity in Higher Education

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“…While numerous studies have highlighted the way in which women's ability to participate in educational programmes is often determined by their relationships within the home (for example, 23 Heenan, 2002;Gouthro, 2005), peer relationships also appeared to have considerable impact on respondents' sense of ease at engaging with further learning. In this quotation, Jane explains how she found balancing work and study harder, as a result of changing expectations on behalf of both her friends and her partner:…”

Section: Evidence Of Changementioning

confidence: 99%

Learning and work in the lives of young adults

Brooks

2006

International Journal of Lifelong Education

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“…Furthermore, although faculty members stated that their domestic responsibilities limited them, mean scores for this view was below survey average score. When it is considered that responsibilities that came with marriage limit self-development of individuals (Gouthro, 2005), this could be due to the significant lack of effective management on the part of academics of their domestic responsibilities and responsibilities related to self-improvement. Based on this finding, academics of faculty of education should be supported to plan and organize their personal life more effectively by seminars and other educational activities.…”

Section: Discussionmentioning

confidence: 99%

Positions and Preferences: Faculty Goes for Lifelong Learning, a View from Turkey

Haseski

Odabaşı

2017

IJHE

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The purpose of this study was to investigate academics' lifelong learning positions and preferences. The research was designed as survey research. The participants consisted of 230 academics from Faculty of Education of Anadolu University in Turkey. Data were collected using a survey form which had items about the factors that affect lifelong learning process of academics. It was found that lifelong learning survey scores of participants vary according to their departments, branches, ages, seniorities, genders and academic titles. It was also found that academics of education faculty mainly participate in scientific and teaching activities in lifelong learning.

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A critical feminist analysis of the homeplace as learning site: expanding the discourse of lifelong learning to consider adult women learners

Cited by 54 publications

References 37 publications

“I generally say I am a mum first...But I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university.

“I generally say I am a mum first...But I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university.

Learning and work in the lives of young adults

Positions and Preferences: Faculty Goes for Lifelong Learning, a View from Turkey

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