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Experiencing Undergraduate Learning as Non-Traditional Adult Student: A Biographical Approach

Opened Access Experiencing Undergraduate Learning as Non-Traditional Adult Student: A Biographical Approach
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Autor: Merrill, Barbara
González Monteagudo, José
Departamento: Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social
Fecha: 2010
Publicado en: International Conference on Education, Research and Innovation 2010 (2010), p 5046-5054
Tipo de documento: Ponencia
Resumen: Higher education institutions have opened up their doors (albeit some institutions and some countries more than others) as a result of changing state/university relationships, economic and social changes and globalisation. Externally universities are now engaging with other sites of knowledge producers while internally new student groups are entering. As Barnett points out: ‘Institutional boundaries become less tight as interrelationships with the wider society grow’ (2003: 27). This change process has enabled non-traditional adult students to re-engage with learning and enter the world of academia. Such students bring with them to the learning process their life experiences and their biographical and cultural baggage or, to draw on Bourdieu, a particular habitus or a set of dispositions which incline agents to react in certain ways. During their university career adult students develop and (re) construct a learning identity. However, the integration of adult students into a ...
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Cita: Merrill, B. y González Monteagudo, J. (2010). Experiencing Undergraduate Learning as Non-Traditional Adult Student: A Biographical Approach. En International Conference on Education, Research and Innovation 2010 (5046-5054), Valencia, España: IATED.
Tamaño: 204.4Kb
Formato: PDF

URI: https://hdl.handle.net/11441/69283

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