Reflections on learning: Widening capability and the student experience

Hdl Handle:
http://hdl.handle.net/10034/308863
Title:
Reflections on learning: Widening capability and the student experience
Authors:
Garratt, Dean
Abstract:
This article argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies.
Affiliation:
University of Chester
Citation:
Cambridge Journal of Education, 2011, 41(2), pp. 211-225
Publisher:
Taylor & Francis
Journal:
Cambridge Journal of Education
Publication Date:
2011
URI:
http://hdl.handle.net/10034/308863
DOI:
10.1080/0305764X.2011.572866
Additional Links:
http://www.tandfonline.com/toc/ccje20/current
Type:
Article
Language:
en
Description:
This article is not available through ChesterRep.
ISSN:
0305-764X; 1469-3577
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorGarratt, Deanen
dc.date.accessioned2013-12-20T15:03:20Z-
dc.date.available2013-12-20T15:03:20Z-
dc.date.issued2011-
dc.identifier.citationCambridge Journal of Education, 2011, 41(2), pp. 211-225en
dc.identifier.issn0305-764X-
dc.identifier.issn1469-3577-
dc.identifier.doi10.1080/0305764X.2011.572866-
dc.identifier.urihttp://hdl.handle.net/10034/308863-
dc.descriptionThis article is not available through ChesterRep.en
dc.description.abstractThis article argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/toc/ccje20/currenten
dc.rightsArchived with thanks to Cambridge Journal of Educationen
dc.subjectpolicyen
dc.subjecthigher educationen
dc.subjectlearningen
dc.subjectwidening participationen
dc.subjectcurriculumen
dc.titleReflections on learning: Widening capability and the student experienceen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalCambridge Journal of Educationen
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