Before studying in the humanities, what do students need?

Zemits, Birut; Hodson, Linda

doi:10.1080/02601370.2016.1183239

Cited by 3 publications

(1 citation statement)

References 29 publications

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“…While what enables success for students studying in the humanities can be a contested space, the perceptions of lecturers about effective teaching and learning approaches can be enlightening. Zemits and Hodson (2016), draw on three perspectives, first informed by Bourdieu's concept of cultural capital, assessing whether students' social assets gave them familiarity with markers of social mobility, particularly familiarity with the 'high culture' of the arts. Second, Freire's assertions about the necessity to make learning relevant if students had engaged in little previous formal learning.…”

Section: Preparatory Pedagogies and Inclusive Assessment In The Arts And Humanitiesmentioning

confidence: 99%

Widening HE participation in the arts: Impacts of an access module on learner preparedness

Butcher

Clarke

2021

Arts and Humanities in Higher Education

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Despite the plethora of research on widening participation in the last 20 years, access to the arts and humanities has remained relatively under-explored, especially in relation to the preparedness of adult learners. This article reports a case study investigating the impact of an arts and languages Access module at the UK Open University. Findings from interviews with 37 Access students were analysed in relation to four themes: the need for Access preparation; generic studentship skills; discipline-specific skills; intrinsic enjoyment and interdisciplinary study. We conclude embedded generic skills enhance learner confidence and time management, while academic literacy skills relevant to the arts and humanities enhance cultural capital and enable disadvantaged learners to access challenging disciplines. The impact of a preparatory arts and humanities module extends into the lives of individual students, suggesting a counter-narrative to the prevailing, ‘economic value’ paradigms of higher education policymakers.

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Section: Preparatory Pedagogies and Inclusive Assessment In The Arts And Humanitiesmentioning

confidence: 99%