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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/7380

Appears in Collections:School of Education Journal Articles
Peer Review Status: Refereed
Title: Transitions in lifelong learning: public issues, private troubles, liminal identities
Author(s): Field, John
Contact Email: john.field@stir.ac.uk
Keywords: Lifelong learning
Educational transitions
Liminal identities
Issue Date: 2012
Publisher: Versita, Warsaw
Citation: Field J (2012) Transitions in lifelong learning: public issues, private troubles, liminal identities, Studies for the Learning Society, 2 (2-3), pp. 4- 11.
Abstract: The paper seeks to reconceptualise the significance of transitions in adult learning. It combines reflection on existing research with an analysis of original data on adults' experiences of significant educational transitions. The paper starts by considering how lifelong learning and mobilities of various kinds have become absorbed into, and expressed in, the policy mainstream. It then discusses the ways in which researchers are addressing this topic. While researchers are pursuing many lines of inquiry into transitions, and using a wide range of methods (including new statistical techniques), the analysis in this paper is primarily concerned with questions of identity, and particularly the idea of learner identity. I then briefly illustrate the analysis with cases from a research project that is designed to explore aspects of a very specific pair of transitions: movement into, and then through, the higher education system among a group of people who can be defined as non-traditional students. The paper concludes by proposing the idea of a liminal identity, understood as shaped through social and cultural processes which are formed and re-formed in dynamic relationships with others. This perspective has implications for practice as well as for research.
Type: Journal Article
URI: http://hdl.handle.net/1893/7380
URL: http://versita.metapress.com/content/y1031w26u93v003r/?p=d1e384e18f574ef7bde1d449e2fdb9a9π=1
DOI Link: http://dx.doi.org/10.2478/v10240-012-0001-6
Rights: Journal is open-access. Proper attribution of authorship and correct citation details should be given. Published in Studies for the Learning Society by Versita Publications, Warsaw. http://versita.metapress.com/content/y1031w26u93v003r/
Affiliation: Education - Research

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