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‘Where are all the men?’ Working-class male students and care-based degrees

Johnston, Craig; Bradford, Simon

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Authors

Craig Johnston

Simon Bradford



Abstract

This article draws on data from a small qualitative study of men on care-based degree pathways in one university in England. There is little research that specifically considers the experiences of working-class men on these courses. The article explores aspects of men’s experiences and responses to so-called ‘active learning’. It considers knowledge in care-pathway pedagogy and how students on these programmes are enabled to draw on both disciplinary and practice-knowledge. The article argues that active learning must go beyond a dominant preoccupation with self-development to initiate students into disciplinary knowledge appropriately recontextualised for their practice careers. Classed and gendered classrooms are an example of where this might occur. Implications for access and participation and for teaching and learning on care pathways are identified.

Citation

Johnston, C., & Bradford, S. (2022). ‘Where are all the men?’ Working-class male students and care-based degrees. Journal of Further and Higher Education, 46(6), 753-765. https://doi.org/10.1080/0309877X.2021.2002283

Journal Article Type Article
Acceptance Date Oct 29, 2021
Online Publication Date Dec 1, 2021
Publication Date Jul 3, 2022
Deposit Date Dec 20, 2022
Publicly Available Date Mar 29, 2024
Journal Journal of Further and Higher Education
Print ISSN 0309-877X
Electronic ISSN 1469-9486
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 46
Issue 6
Pages 753-765
DOI https://doi.org/10.1080/0309877X.2021.2002283
Keywords Education; Masculinity; higher education; social class; active-learning; knowledge; pedagogy
Public URL https://uwe-repository.worktribe.com/output/10255375
Publisher URL https://www.tandfonline.com/doi/full/10.1080/0309877X.2021.2002283
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=cjfh20; Received: 2021-04-13; Accepted: 2021-10-29; Published: 2021-12-01

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