Connecting Bourdieu, Winnicott, and Honneth: understanding the experiences of non-traditional learners through an interdisciplinary lens

Journal article

West, L., Fleming, T. and Finnegan, F. 2013. Connecting Bourdieu, Winnicott, and Honneth: understanding the experiences of non-traditional learners through an interdisciplinary lens. Studies in the Education of Adults. 45 (2), pp. 119-134.
AuthorsWest, L., Fleming, T. and Finnegan, F.
Abstract

This paper, derived from the Europe-wide, EU funded RANLHE study on non-traditional students in universities, connects Bourdieu’s concepts of habitus, dispositions and capital with a psychosocial analysis of how Winnicott’s psychoanalysis and Honneth’s recognition theory can be of importance in understanding how and why non-traditional students remain in higher education. Understanding power relations in an interdisciplinary way makes connections – by highlighting intersubjectivity – between external social structures and subjective experiences in a biographical study of how non-traditional learner identities may be transformed through higher education in England and Ireland.

Year2013
JournalStudies in the Education of Adults
Journal citation45 (2), pp. 119-134
PublisherNational Institute of Adult Continuing Education
ISSN0266-0830
Official URLhttp://www.ingentaconnect.com/content/niace/stea/2013/00000045/00000002/art00002;jsessionid=p14cp4p0j8ck.alice
Publication dates
Print2013
Publication process dates
Deposited21 May 2013
Output statusPublished
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https://repository.canterbury.ac.uk/item/86y57/connecting-bourdieu-winnicott-and-honneth-understanding-the-experiences-of-non-traditional-learners-through-an-interdisciplinary-lens

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