Social Partnerships in Learning

Connecting to the Learner Identities of Disenfranchised Regional Learners

    Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

    Abstract

    The ways people interpret, operate within or make decisions about their education is based on their identities and institutions’ identities, and the connections between them, or in other words, their perception of the underlying relationships between them and institutions. These relationships are informed by the perceptions of individuals, communities and institutions of their own and others’ identities. These learner identities impact on their engagement in learning activities. Understanding the key factors of learning engagement that impact on the different learner identities is dependent on understanding the aspects of the multiple identities on which individuals draw, and the efficacy of those identities in negotiating new learning experiences. These identities are situated and negotiated in each context, time and place.  This chapter reflects on the key drivers of disenfranchised learners’ identities and the role of learning partnerships in developing learner identities that support the engagement of regional learners in formal education. The implications of considering the role of learner identities in the provision of adult education programmes and associated support services are discussed, in particular the implications for educators that meet the expectations of learners and educational institutions and recognize disenfranchised learner identities.
    Original languageEnglish
    Title of host publicationVocational Learning
    Subtitle of host publicationInnovative Theory and Practice
    EditorsRalph Catts, Ian Falk, Ruth Wallace
    Place of PublicationDordrecht, Netherlands
    PublisherSpringer
    Chapter2
    Pages11-31
    Number of pages21
    ISBN (Electronic)978-94-007-1539-4
    ISBN (Print)978-94-007-1538-7
    DOIs
    Publication statusPublished - 2011

    Publication series

    NameTechnical and Vocational Education and Training: Issues, Concerns and Prospects
    PublisherSpringer
    Volume13
    ISSN (Print)1871-3041

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    social partnership
    learning
    Adult Education
    educational institution

    Cite this

    Wallace, R. M. (2011). Social Partnerships in Learning: Connecting to the Learner Identities of Disenfranchised Regional Learners. In R. Catts, I. Falk, & R. Wallace (Eds.), Vocational Learning: Innovative Theory and Practice (pp. 11-31). (Technical and Vocational Education and Training: Issues, Concerns and Prospects; Vol. 13). Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-94-007-1539-4_2
    Wallace, Ruth Marie. / Social Partnerships in Learning : Connecting to the Learner Identities of Disenfranchised Regional Learners. Vocational Learning: Innovative Theory and Practice. editor / Ralph Catts ; Ian Falk ; Ruth Wallace. Dordrecht, Netherlands : Springer, 2011. pp. 11-31 (Technical and Vocational Education and Training: Issues, Concerns and Prospects).
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    Wallace, RM 2011, Social Partnerships in Learning: Connecting to the Learner Identities of Disenfranchised Regional Learners. in R Catts, I Falk & R Wallace (eds), Vocational Learning: Innovative Theory and Practice. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol. 13, Springer, Dordrecht, Netherlands, pp. 11-31. https://doi.org/10.1007/978-94-007-1539-4_2

    Social Partnerships in Learning : Connecting to the Learner Identities of Disenfranchised Regional Learners. / Wallace, Ruth Marie.

    Vocational Learning: Innovative Theory and Practice. ed. / Ralph Catts; Ian Falk; Ruth Wallace. Dordrecht, Netherlands : Springer, 2011. p. 11-31 (Technical and Vocational Education and Training: Issues, Concerns and Prospects; Vol. 13).

    Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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    AB - The ways people interpret, operate within or make decisions about their education is based on their identities and institutions’ identities, and the connections between them, or in other words, their perception of the underlying relationships between them and institutions. These relationships are informed by the perceptions of individuals, communities and institutions of their own and others’ identities. These learner identities impact on their engagement in learning activities. Understanding the key factors of learning engagement that impact on the different learner identities is dependent on understanding the aspects of the multiple identities on which individuals draw, and the efficacy of those identities in negotiating new learning experiences. These identities are situated and negotiated in each context, time and place.  This chapter reflects on the key drivers of disenfranchised learners’ identities and the role of learning partnerships in developing learner identities that support the engagement of regional learners in formal education. The implications of considering the role of learner identities in the provision of adult education programmes and associated support services are discussed, in particular the implications for educators that meet the expectations of learners and educational institutions and recognize disenfranchised learner identities.

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    Wallace RM. Social Partnerships in Learning: Connecting to the Learner Identities of Disenfranchised Regional Learners. In Catts R, Falk I, Wallace R, editors, Vocational Learning: Innovative Theory and Practice. Dordrecht, Netherlands: Springer. 2011. p. 11-31. (Technical and Vocational Education and Training: Issues, Concerns and Prospects). https://doi.org/10.1007/978-94-007-1539-4_2