Connecting Bourdieu, Winnicott, and Honneth: understanding the experiences of non-traditional learners through an interdisciplinary lens

West, L. R., Fleming, T. and Finnegan, F. (2013) Connecting Bourdieu, Winnicott, and Honneth: understanding the experiences of non-traditional learners through an interdisciplinary lens. Studies in the Education of Adults, 45 (2). pp. 119-134. ISSN 0266-0830.

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Abstract

This paper, derived from the Europe-wide, EU funded RANLHE study on non-traditional students in universities, connects Bourdieu’s concepts of habitus, dispositions and capital with a psychosocial analysis of how Winnicott’s psychoanalysis and Honneth’s recognition theory can be of importance in understanding how and why non-traditional students remain in higher education. Understanding power relations in an interdisciplinary way makes connections – by highlighting intersubjectivity – between external social structures and subjective experiences in a biographical study of how non-traditional learner identities may be transformed through higher education in England and Ireland.

Item Type: Article
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: pre Nov-2014 > Faculty of Education
Depositing User: Prof Linden West
Date Deposited: 21 May 2013 13:27
Last Modified: 11 Dec 2014 12:50
URI: https://create.canterbury.ac.uk/id/eprint/11916

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Last edited: 29/06/2016 12:23:00