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dc.contributor.authorGarratt, Dean*
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.
dc.language.isoenen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/toc/ccje20/current
dc.rightsArchived with thanks to Cambridge Journal of Educationen
dc.subjectpolicy
dc.subjecthigher education
dc.subjectlearning
dc.subjectwidening participation
dc.subjectcurriculum
dc.titleReflections on learning: Widening capability and the student experience
dc.typeArticle
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalCambridge Journal of Educationen
html.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.


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