Men accessing education: masculinities, identifications and widening participation

Hdl Handle:
http://hdl.handle.net/10142/65333
Title:
Men accessing education: masculinities, identifications and widening participation
Authors:
Burke, Penny Jane
Abstract:
Drawing on ESRC-funded research (RES-000-22-0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men's early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo-liberalism. Drawing on feminist critique, I pay attention to the men's self-regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men's identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.
Citation:
Burke, PJ (2007) ‘Men Accessing Education: Masculinities, Identifications and Widening Participation’. British Journal of Sociology of Education. Vol. 28 (4), pp.411 - 424.
Publisher:
Routledge
Journal:
British Journal of Sociology of Education
Issue Date:
2007
URI:
http://dx.doi.org/10.1080/01425690701369335
DOI:
10.1080/01425690701369335
Additional Links:
http://www.informaworld.com/smpp/content~content=a780332488~db=jour~order=page
Type:
Article
Language:
en
ISSN:
0142-5692; 1465-3346
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorBurke, Penny Jane-
dc.date.accessioned2009-04-20T07:21:26Z-
dc.date.available2009-04-20T07:21:26Z-
dc.date.issued2007-
dc.identifier.citationBurke, PJ (2007) ‘Men Accessing Education: Masculinities, Identifications and Widening Participation’. British Journal of Sociology of Education. Vol. 28 (4), pp.411 - 424.en
dc.identifier.issn0142-5692-
dc.identifier.issn1465-3346-
dc.identifier.doi10.1080/01425690701369335-
dc.identifier.urihttp://dx.doi.org/10.1080/01425690701369335-
dc.description.abstractDrawing on ESRC-funded research (RES-000-22-0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men's early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo-liberalism. Drawing on feminist critique, I pay attention to the men's self-regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men's identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.informaworld.com/smpp/content~content=a780332488~db=jour~order=pageen
dc.titleMen accessing education: masculinities, identifications and widening participationen
dc.typeArticleen
dc.identifier.journalBritish Journal of Sociology of Educationen
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