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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Beyond Bridging: The Prospects for Porosity in Parental Engagement Initiatives
Author(s): Peace-Hughes, Tracey
Marchbank, Jill
Mckendrick, John H
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Keywords: Widening participation
Widening access
Deprived areas
Parental engagement
Higher Education
Issue Date: Oct-2021
Date Deposited: 15-Nov-2021
Citation: Peace-Hughes T, Marchbank J & Mckendrick JH (2021) Beyond Bridging: The Prospects for Porosity in Parental Engagement Initiatives. Widening Participation and Lifelong Learning, 23 (2), pp. 82-103.
Abstract: This paper explores the prospect of porosity in widening participation work with parents/carers from multiply deprived communities. Porosity offers a conceptual lens through which spaces can be viewed as interconnected and fluid, and not as bounded entities. The paper draws upon an evaluation of a pilot widening participation project. We reflect on the experiences of parents and the course coordinator as the participants move between social realms-the university campus and the home environment/local community-appraising the extent to which understandings of both change as a result of project participation. We conclude that widening participation programmes may offer porosity-with changes often experienced by parents in their home environments. However, concerns are expressed over whether these changes can be sustained in the long-term and the lack of change in participating Higher Education institutions. A process of mutual co-creation of widening participation programmes is advocated, which could allow for greater porosity with the potential to further break down structural barriers.
DOI Link: 10.5456/WPLL.23.2.82
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. © Peace-Hughes, Marchbank, and McKendrick, 2021. The definitive, peer reviewed and edited version of this article is published in Widening Participation and Lifelong Learning, Volume 23, Number 2, 20 October 2021, pp. 82-103.

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