The teacher and learner in adult education may be distanced by some undeclared aspect of life. Self-marginalisation through internalising the prejudicial perceptions of society can divide and yet provide common experience. This paper, through personal reflection, case study, and literature review examines self-marginalisation and its impact on teaching and learning.
The authors argue that education requires researchers’ renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we make the case for researchers to consider the theoretical work of Pierre Bourdieu, outlining what we understand by a Bourdieuian methodology, which is informed by socially critical and post--structural understandings of the world.
The purpose of this report is to describe the extent of educational marginalization in the UK and to consider the effectiveness of UK policy with regards to reducing this marginalization1. During recent decades the UK Government has introduced a wide range of policies aimed at both increasing educational quality and participation generally, and narrowing socio-economic, gender and ethnic gaps in education achievement.
This paper is based on research carried out at two Senior Colleges in the state of New South Wales in Australia, both aimed specifically at providing re-entry opportunities to complete senior secondary education. Findings are drawn from interviews with students and teachers, observations and documents. This study contributes to challenging conventional policy discourses in relation to the concept of youth transition by focusing on a non-typical cohort of young people.
For marginalised secondary school students, mainstream education may no longer be an inviting place. While proposed solutions to the problem appear to concentrate on transforming he students and finding ways to coerce them back to mainstream education, this paper suggests that solutions may be found by engaging with the students in the margins that they occupy. It is suggested that, through the scaffolded application of active imagination via a ‘students-as-researchers’ model, it is possible for the students to identify their own connections to the mainstream where appropriate for them.
