Enacted Learner Identities: A Model for Understanding Disenfranchised Learners Experience of Formal Education
Post-compulsory providers (both universities and vocational education and training (VET) providers) have particular, well-established identities informed by past experiences, relationships and interpretations of their stakeholders’ expectations. Long standing stakeholders of these providers also have established identities that match those of the providers. But what of those learners who have not historically seen themselves as part of formal adult education centres or communities? The research reported here explores the links between regional learners’ identity and experiences of education, formally and informally, and the impact on their engagement in post compulsory education. The outcomes describe 4 types of learner identity and their key features. These are explored in terms of the implications for educational research, policy, practice.
Keywords: Identity, Adult Learning, Disenfranchised Learners, Regional Education
Assoc. Prof. Ruth Wallace
Educational researcher/Senior Lecturer, Social Partnerships in Learning Research Consortium