Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27069
Full metadata record
DC FieldValueLanguage
dc.contributor.advisorWatson, Cate-
dc.contributor.advisorI'Anson, John-
dc.contributor.authorChepelin , Evgueni-
dc.date.accessioned2018-04-18T14:37:23Z-
dc.date.available2018-04-18T14:37:23Z-
dc.date.issued2017-09-
dc.identifier.urihttp://hdl.handle.net/1893/27069-
dc.description.abstractThis thesis presents the outcomes of a five-year ethnographic research project of a work-based learning programme, the BA in Social Pedagogy (hereafter, the BA), which was provided in partnership with a university by a residential school for vulnerable children and young people (hereafter, the School) to its workers. The aim of the research was to develop an understanding of how the organisational fields of the School influenced learning practices and identities of workers undertaking the BA (hereafter, students). Two theoretical frameworks, of Pierre Bourdieu and Margaret Archer, were applied consecutively in the analysis of collected data. Bourdieu’s theory of practice, applied first, allowed an investigation of the conditioning by the School’s organisational fields of students’ dispositions and actions, as well as of a function of the BA in the mechanism of social reproduction of the School’s communities. Limitations of Bourdieu’s theoretical framework in examining students’ personal transformations in the course of their work and studies prompted a turn to Archer’s Morphogenetic Approach and theories of reflexivity and personal development. Re-analysis of collected data indicated that the expansion of the BA curriculum triggered and then sustained cultural and structural changes in the School. Such changes created enabling conditions for the process of maturation of students, with the BA educational practices and School work practices facilitating this process. This research project contributes to the field of applied sociological studies. Firstly, it develops an explanatory theory of processes at a work-based learning programme and its hosting institution. Secondly, it demonstrates that Archer’s theoretical framework presents methodological and analytical advantages, compared to Bourdieu’s theory of practice, for the investigation of social phenomena both on the level of an institution and on the level of individual actors, in particular when the institution undergoes cultural and structural changes and the individuals are progressing in their maturational development.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Stirlingen_GB
dc.subjectwork-based learningen_GB
dc.subjecthigher educationen_GB
dc.subjectpersonal developmenten_GB
dc.subjectreflexivityen_GB
dc.subjectBourdieusian analysisen_GB
dc.subjectmorphogenetic approachen_GB
dc.subjectvocational educationen_GB
dc.subjectadult learningen_GB
dc.subject.lcshApplied sociology Researchen_GB
dc.subject.lcshActive learningen_GB
dc.subject.lcshExperiential learningen_GB
dc.subject.lcshCollege studentsen_GB
dc.subject.lcshUndergraduatesen_GB
dc.titleReflexivity and the process of maturation of students in a work-based learning programmeen_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationlevelDoctoralen_GB
dc.type.qualificationnameDoctor of Philosophyen_GB
dc.contributor.funderUK Economic and Social Research Council grant ES/I901078/1en_GB
dc.author.emailchepelin@talk21.comen_GB
Appears in Collections:Faculty of Social Sciences eTheses

Files in This Item:
File Description SizeFormat 
Chepelin E PhD 2017.pdfThesis in full1.08 MBAdobe PDFView/Open


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.