Restrictions into opportunities: how boundaries in the life course can shape educational pathways

Shafi, Adeela and Rose, Jo (2014) Restrictions into opportunities: how boundaries in the life course can shape educational pathways. Research in Post-Compulsory Education, 19 (2). pp. 212-229. ISSN 1359-6748

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Abstract

This study explores relationships between experiences in initial education, subsequent life experiences/opportunities and the decision to return to education later in life. Semi-structured interviews with seven female returners to education, focused initially upon the women’s perceptions of their aspirations and motivations at various ages, how these related to the choices they felt they had available to them at different points in time, and their sense of agency. Subsequently, the interviewees considered the relationship between early educational experiences, post-school experiences, and their current choices. Thematic analysis of the interview transcripts led to the identification of four main themes: restrictions, opportunities, personal development, and an underlying theme of planning. Consideration of the relationships between these themes led to the conclusion that it was life experiences rather than initial education that both motivated and empowered the interviewees to take advantage of opportunities for higher education.

Item Type: Article
Article Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Post-Compulsory Education on 3 April 2014 available online: http://www.tandfonline.com/10.1080/13596748.2014.897514
Uncontrolled Keywords: opportunities, restrictions, higher education, personal development
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Schools and Research Institutes > School of Education > Early Years and Education Studies
Research Priority Areas: Learning and Professional Contexts
Depositing User: Adeela Shafi
Date Deposited: 02 Jul 2015 14:23
Last Modified: 23 Sep 2017 17:40
URI: http://eprints.glos.ac.uk/id/eprint/2039

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