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- W2123117693 abstract "Lifelong learning and widening participation policies in the UK, and in Europe more broadly, have opened up educational opportunities in higher education for adult women who previously would not have had access to such level of learning. Women in the UK, including working class women, have benefited educationally, socially and economically from studying in higher education. However, achieving a higher education qualification (access course, a foundation degree or an undergraduate degree) is not always an easy task because of gendered inequalities, cultures and structures. (An access course is a programme which prepares adults for higher education study while a Foundation degree is a programme which combines academic and vocational learning). Biographies of women adult learners, particularly working class women, reveal the struggles and also the determination of women to transform their lives through education (see McClaren 1985, Skeggs 1997, Merrill 1999, Thompson 2000). This chapter draws on biographical research I have undertaken for an EU Grundtvig project on the learning experiences, learning careers and identity of working class women in UK higher education institutions. Some of these women were studying higher education programmes in further education colleges (post-compulsory education institutions) as well as universities." @default.
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- W2123117693 date "2009-01-01" @default.
- W2123117693 modified "2023-10-18" @default.
- W2123117693 title "Gender, Biographies and Lifelong Learning: Researching Women in Higher Education" @default.
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- W2123117693 doi "https://doi.org/10.1007/978-3-531-91520-3_4" @default.
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