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

Johnston, Craig; Bradford, Simon

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.

• 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: Dec 21, 2022
• 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