Class and Disability
Influences on learning expectations
Bibliographic Data
| ID | 12313344 |
|---|---|
| Authors | Julia Preece (0000-0002-3209-5935, corresponding author) |
| Year | 1996 |
| Volume | 11 |
| Issue | 2 |
| Pages | 191-204 |
| Publication date | 1996-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Disability & Society (JOURNAL) |
| Journal identifiers | ISSN: 0968-7599 • E-ISSN: 1360-0508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09687599650023227 |
| OpenAlex | W2119790067 |
| Language | EN |
| Citations received | 4 |
| References cited | 1 |
This paper describes some findings from in-depth interviews with 10 adults with disabilities, most of whom had strong working class connections. It places the findings in the context of feminist post-structuralist theory. Whilst the research is not directly to do with gender relationships, the theoretical framework highlights notions of difference, cultural value and meaning which play a significant role in the power relationships between dominant and subordinated groups. The interviews invited participants to tell their life story with regard to educational experiences. Analysis of these stories indicated that expectations, rather than ambitions, had influenced most people's educational activities as adults. The combination of poor childhood experiences, class and disability attitudes, had a powerful influence on personal goals, which appeared to misrepresent real potential or real interest, once stimulated. The extract here is part of a larger research project which is looking at differentials amongst three different learner group cultures. The research is concerned with the mismatch of expectations among university continuing education providers and those of under-represented groups
Class (philosophy · Context (archaeology · Developmental psychology · Epistemology · Meaning (existential · Pedagogy · Power (physics · Sociology · Value (mathematics · Critical Race Theory in Education · Education Systems and Policy · Gender Studies · Psychology · Social Psychology · Youth Education and Societal Dynamics
| Citations per year | 0.2 |
|---|---|
| Citation span | 2006 - 2026 (21) |
| Highly cited | No |