Valuing the Undervalued

How under-represented groups can enrich the higher education curriculum

We are looking at:

What is “acceptable” knowledge within higher education

How experiential knowledge and life experience was used to recruit non-traditional entry students and enrich the curriculum (2 case studies)

Conclusions

Knowledge is power!

“social distinctions [are justified] by constituting them as academic distinctions” (Bourdieu & Passeron, 1990)

“masculinist values predominantly determine what counts as valid knowledge and acceptable discourse in higher education” (West, 1996)

Academic knowledge…

Objective valued over experiential and subjective

Authority of texts over authority of lived experience

Lecturer assumed to be more powerful/knowledgeable than student

Certain topics or approaches “inappropriate”

Case studies – CulturePoint

And in the beginning . . .

Partnership Working

Why?

CulturePoint

3 Workshops - Participant led

- Topic of ‘Ceremony’

- Experiential

“It was good to feel part of a

group, now I know that I can do

things in English”

CulturePoint

10 workshops drama, dance, puppetry and creative writing.

Core of 5 students plus 7 others attending specific classes

Final performance to family and friends

CulturePoint

“Making new friends, learning new skills and

finding out about different cultures”

“It is such a fun way to learn English”

CulturePoint

“Doing this has made me feel real – as a minority

in this country it was good to share my

culture and feel part of something.”

CulturePoint

Into the Mainstream?

Case studies – Thinking High and Wide

A project run by Future Prospects (York’s

independent IAG centre) with York St John

College and the University of York.

Aims to engage hard to reach learners –

focussing on people with mental health issues

but also people with disabilities, carers, young

mothers and people with a history of substance

misuse.

25 participants attended a 2 day event at the University of York looking at creative writing and local and family history.

11 participants have progressed to further study in local history.

Certificate in Citizenship developed to reflect needs of non-traditional learners and relate personal experiences to theoretical models.

Thinking High and Wide

Themes emerging for discussion…..

HEI’s recruiting of non-traditional students

Importance of subject, enthusiasm of tutor and institution

Influence of key individuals over the institution

Thinking High and Wide

The importance of valuing and acknowledging the prior experience of non-traditional learners in order to engage them

Delivery designed to capture imaginations from the outset

Tailoring information to the target audience

Thinking High and Wide

West (1996)

“…personal experience and knowledge count for a lot, but I suppose academic is more powerful…[there are] a lot of bright people in the world that because they just can’t articulate their theories, they are overlooked and feel inferior.” (Student)

“Higher education means…leaving the experiential behind…a kind of personal amputation” (West)

Bowl (2003)

“students’ own life experiences, including those of poverty and racism, were not thought suitable for discussion in the classroom.”

“the concerns of students’ own lives, experienced through discrimination, poverty and the responsibilities of parenthood, were excluded from discussion, even when they were highly relevant…”

“Once more, the student is silenced, opposition is suppressed…”

Conclusions

Valuing the knowledge of those whose voices are often silenced can be a profoundly affirming experience, whereas devaluing their knowledge can underline existing inequalities

The knowledge and experience of “under-represented” groups can add genuine value to the higher education curriculum

There is evidence that a combination of experiential and theoretical learning is the most powerful form of learning