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Chapter 9 Understanding Women’s Lives through Critical Feminist Perspectives
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.
Chapter 2 Biographical Inquiry
Potentials for a Learning Space in a Changing World
Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.
Potentials for a Learning Space in a Changing World
Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.
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