Abstract
This chapter draws on qualitative Australian research which expands
understanding of how women with caring responsibilities narrate their
engagement as university students. Drawing on narrative biographical
interviews, case studies, and detailed surveys, this chapter not only
explores the embodied nature of this movement into and through
higher education but equally draws attention to the complex
negotiations that these students undertake to manage the
‘homeplace’ and the university ‘space.’ In presenting these richly
descriptive insights, the need for a more inclusive approach by higher
education institutions emerges; an approach that seeks to understand
and accommodate the realities of the lives of adult students with
caring responsibilities
understanding of how women with caring responsibilities narrate their
engagement as university students. Drawing on narrative biographical
interviews, case studies, and detailed surveys, this chapter not only
explores the embodied nature of this movement into and through
higher education but equally draws attention to the complex
negotiations that these students undertake to manage the
‘homeplace’ and the university ‘space.’ In presenting these richly
descriptive insights, the need for a more inclusive approach by higher
education institutions emerges; an approach that seeks to understand
and accommodate the realities of the lives of adult students with
caring responsibilities
| Original language | English |
|---|---|
| Title of host publication | Adults in the Academy |
| Subtitle of host publication | Voices of Lifelong Learners |
| Editors | Nicola Simmons, Julie Podrebarac |
| Place of Publication | Leiden, The Netherlands |
| Publisher | Brill |
| Chapter | 10 |
| Pages | 83-91 |
| Number of pages | 9 |
| Volume | 20 |
| ISBN (Electronic) | 9789004506428 |
| ISBN (Print) | 9789004506411 |
| Publication status | Published - 2021 |
Publication series
| Name | Critical Issues in the Future of Learning and Teaching |
|---|---|
| ISSN (Print) | 2542-8721 |