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Chapter 2 Biographical Inquiry
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Open Access
In: Doing Critical and Creative Research in Adult Education
Chapter 9 Understanding Women’s Lives through Critical Feminist Perspectives
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Abstract

This chapter focuses on the relationship between critical feminist perspectives and feminist biographical methods in understanding the lives of working-class women in higher education. It explores the contribution of feminist methodology to biographical methods and its power to give ‘voice’ and richness to women’s stories. Feminist biographical methods, stress, importantly, the subjectivity and intersubjectivity in research and the need for a humanistic and egalitarian approaches between the interviewer and interviewee. The stories told highlight the collectiveness of individual stories as well as the role of agency and structure (micro and macro) in the ecology of everyday lives. The women’s stories illustrate how lives and identity are constructed and shaped by the intersection of gender and class. The women defined themselves as being working-class women. And although studying for a degree in higher education change their lives thy did not let go of their class identity.

Open Access
In: Discourses, Dialogue and Diversity in Biographical Research
In: In From the Margins
In: In From the Margins
In: Continuity and Discontinuity in Learning Careers
In: Continuity and Discontinuity in Learning Careers
In: Continuity and Discontinuity in Learning Careers
In: Continuity and Discontinuity in Learning Careers
In: Continuity and Discontinuity in Learning Careers
Research on the Education and Learning of Adults aims at providing an in-depth insight on the diversity of current research on adult education in diverse teaching/learning contexts in both geographical and cultural terms in Europe. Research on adult education has been characterised by different intellectual traditions, theoretical and methodological approaches and which are still alive today in Europe from the north to the south and from the west to the east. This book series is edited by the European Society for Research on the Education of Adults (ESREA). The content of the series reflects the wide range of research activities undertaken by ESREA’s members and networks such as: access, learning careers and identities; active citizenship; the professional development of adult educators; working life; the history of adult education; gender; local development and adult learning; ethnicity; older learners; adult education policies and biographical research. This book series will appeal to an international audience as it engages with current and relevant empirical research, a range of theoretical perspectives and knowledge thus stimulating debate, discussion and knowledge dissemination in the field in a democratic and heterogeneous way.