Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study

Abstract

Acknowledgements: NoneFunding Source(s): None ACCEPTED MANUSCRIPT 1 Social justice, capabilities and learning support provided by lecturers: a phenomenological-hermeneutic study.Highlights:• Capabilities are part of a social justice theory.• Capabilities are opportunities that shape abilities, towards valuable outcomes.• Capabilities were explored in lecturers' learning support.• Interpersonal methods assisted students, such as lecturers' curiosity.• Lecturers relations with students created opportunities to learn. AbstractMany student nurses require additional support to undertake university level education. Lecturers are well placed to deliver learning support, which may enrich attainment with assignments. Yet fairness in how support is offered, for example if it is accessible and enables learning abilities, may impact on its utility. This study examined these aspects, exploring capabilities of learning support provided by lecturers.Capabilities are a feature of social justice theory and involve having opportunities that shape abilities, to achieve, or strive for outcomes people value. Hence, identifying capabilities of learning support may enlighten what develops equity in how students are able to utilise lecturers' support and develop their abilities to learn.A phenomenological-hermeneutic research approach was adopted, employing focus groups to explore lived experiences of learning support provided by lecturers.Capabilities were located within the social contacts of students and lecturers, identified as themes; 'collaborative relationships', 'making space for learning', and 'modelling'. Findings were consolidated illustrating lecturers' interaction with students' enhanced capabilities in how students could utilise support, to progress learning abilities. It is hoped these insights develop understanding in what might have utility when lecturers aid learning and show a relevancy of social justice when students are assisted within university. 2014), yet a consequence might be, minority groups encounter disproportionate suffering (Rawls, 1999). Rawls (1999) based social justice on need, particularly people disadvantaged who lack opportunity and focused on redistribution to those deprived.Whereas Nozick (1974) andMiller (1999), draw on entitlement and economic markets; significantly, possession of goods is a right, while entrepreneurship raises wealth, enhancing capacity to purchase goods and services. Capabilities Approachdon't see themselves as equals, and the biggest aspect I often find is giving them confidence.Student: I sort of feel comfortable chatting to anybody, I wouldn't be more inclined to go to someone of similar social economic standing. But I know that some people that would be a crucial issue and I know for the individual who had a very positive experience, they were both women, they were both you know, similar standing socially in terms they weren't from vastly different backgrounds, it wasn't a barrier.Student: The idea of following it up and still being thought about, otherwise I found lots of ...

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