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Quinn Jocey, Thomas Liz & Slack Kim et al. (2006). « Lifting the hood: lifelong learning and young, white, provincial working-class masculinities ». British Educational Research Journal, vol. 32, n° 5, p. 735–750. 
Added by: Marie Gaussel (23 Jun 2010 13:34:30 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Quinn2006
Categories: Apprentissages et psychologie
Keywords: apprentissage tout au long de la vie, décrochage, éducation prioritaire, genre, sexe masculin
Creators: Casey, Noble, Quinn, Slack, Thexton, Thomas
Collection: British Educational Research Journal
Views: 821/1755
Views index: 23%
Popularity index: 5.75%
Abstract     
Young, white, provincial working-class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to 'drop out'. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK-wide study of working-class 'drop-out' to explore the situated nature of such masculinities, how they are performed by students and consumed by others and reproduced by university cultures and pedagogies. It concludes that such students struggle to fit the fluid paradigm of the new lifelong learner and are constantly being fixed in place by structural inequality, discursive frames and institutional practices. Their 'drop-out' is shaped by masculinity, but need not be viewed pejoratively. It can be a frustrated search for lifelong learning, often inspired by a love of informal learning. This should be respected, not ignored.
Added by: Marie Gaussel  
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