Reflections on learning: Widening capability and the student experience
| dc.contributor.author | Garratt, Dean | * |
| dc.date.accessioned | 2013-12-20T15:03:20Z | |
| dc.date.available | 2013-12-20T15:03:20Z | |
| dc.date.issued | 2011-06-24 | |
| dc.identifier.citation | Garratt, D. (2011). Reflections on learning: Widening capability and the student experience. Cambridge Journal of Education, 41(2), 211-225. https://doi.org/10.1080/0305764X.2011.572866 | en |
| dc.identifier.issn | 0305-764X | |
| dc.identifier.doi | 10.1080/0305764X.2011.572866 | |
| dc.identifier.uri | http://hdl.handle.net/10034/308863 | |
| dc.description | This article is not available through ChesterRep. | en |
| dc.description.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. | |
| dc.language.iso | en | en |
| dc.publisher | Taylor & Francis | |
| dc.relation.url | http://www.tandfonline.com/toc/ccje20/current | |
| dc.relation.url | https://www.tandfonline.com/doi/abs/10.1080/0305764X.2011.572866 | |
| dc.rights | Archived with thanks to Cambridge Journal of Education | en |
| dc.subject | policy | |
| dc.subject | higher education | |
| dc.subject | learning | |
| dc.subject | widening participation | |
| dc.subject | curriculum | |
| dc.title | Reflections on learning: Widening capability and the student experience | |
| dc.type | Article | |
| dc.identifier.eissn | 1469-3577 | |
| dc.contributor.department | University of Chester | en |
| dc.identifier.journal | Cambridge Journal of Education | en |
| html.description.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. |