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Filling up silences-first in family students, capital and university talk in the home

Journal Article


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Abstract


  • Internationally, research has indicated that returning to education for older learners provides

    the means for growth and change, for some students this can translate into a sense

    of ‘empowerment’ and control in their personal lives. However, what is not so well

    researched is how having a significant ‘other’ present within the university landscape

    impacts the household and other family members. Exploring how this return to education

    influences others provides a basis for institutional approaches to engaging with and

    supporting the lifelong learning of family members, ultimately assisting in the access and

    participation of current and future generations. This article draws on research conducted

    with first in family students to explore how their participation in the higher education

    environment led to conversations in the family around learning. Drawing upon theories

    of social and cultural capital, this article reflects upon the flow of capitals between home

    and university.

Publication Date


  • 2015

Citation


  • O'Shea, S. (2015). Filling up silences-first in family students, capital and university talk in the home. International Journal of Lifelong Education, 34 (2), 1-17.

Scopus Eid


  • 2-s2.0-84926258515

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2426&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1427

Number Of Pages


  • 16

Start Page


  • 1

End Page


  • 17

Volume


  • 34

Issue


  • 2

Abstract


  • Internationally, research has indicated that returning to education for older learners provides

    the means for growth and change, for some students this can translate into a sense

    of ‘empowerment’ and control in their personal lives. However, what is not so well

    researched is how having a significant ‘other’ present within the university landscape

    impacts the household and other family members. Exploring how this return to education

    influences others provides a basis for institutional approaches to engaging with and

    supporting the lifelong learning of family members, ultimately assisting in the access and

    participation of current and future generations. This article draws on research conducted

    with first in family students to explore how their participation in the higher education

    environment led to conversations in the family around learning. Drawing upon theories

    of social and cultural capital, this article reflects upon the flow of capitals between home

    and university.

Publication Date


  • 2015

Citation


  • O'Shea, S. (2015). Filling up silences-first in family students, capital and university talk in the home. International Journal of Lifelong Education, 34 (2), 1-17.

Scopus Eid


  • 2-s2.0-84926258515

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2426&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1427

Number Of Pages


  • 16

Start Page


  • 1

End Page


  • 17

Volume


  • 34

Issue


  • 2