Learning and Identity: Life, Work and Citizenship

Abstract

Purpose – This chapter highlights two studies, one in Canada and one in the United Kingdom. The Canadian study focused on the examination of student experiences with respect to specific ‘difficult’ content in the classroom. The purpose of the study was to identify ways that were effective and engaging for students to learn. The UK study examined issues of access, retention and drop-out of non-traditional students in higher education. The study examined the learning experiences of women who returned to learning after being out of the education system for some time.

Methodology – The Canadian study used surveys and interviews. Participants were recruited on the basis of their enrolment in specific classes. The UK study used interview samples drawn from student data in three universities. In each university, a cohort was followed and interviewed three times while in another cohort students were interviewed in their first year of study and different cohort in their final year of study.

Approach – Both studies use a feminist, narrative approach that relies on reflexive engagement in the research process.

Findings and implications – The studies highlight that the classroom is a place where dialogue and engagement occur; where the identities of the participants and their learning are in a dynamic process; and where the learners challenge attitudes and ideologies such as capitalism and forms of marginalisation. The studies revealed that learning has a social value and entreats women to reconsider their lives, work and citizenship.

Citation

Chan, A.S. and Merrill, B. (2012), "Learning and Identity: Life, Work and Citizenship", Texler Segal, M., Ngan-Ling Chow, E. and Demos, V. (Ed.) Social Production and Reproduction at the Interface of Public and Private Spheres (Advances in Gender Research, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 229-252. https://doi.org/10.1108/S1529-2126(2012)0000016014