2.50
Hdl Handle:
http://hdl.handle.net/10547/622106
Title:
Fragile learning
Authors:
Mathew, David ( 0000-0002-6489-4512 )
Abstract:
A critical exploration of seven peer-reviewed published papers supports the author’s contention that learning in Higher Education is a fragile system of conscious and unconscious transactions that serve to weaken a process that is already precarious. Over the course of this essay and the accompanying papers, the submission is that learning is brittle, and easily broken. The Fragile Learner is described as someone close to conceding defeat to circumstances that threaten his education. The Fragile Learner might be a student of a Higher Education Institution, but also might be an appointed educator. Alongside notions of barriers to learning, this submission explores identities and tensions. Although some of the ideas that make up my picture of Fragile Learning have been researched by other contributors (notably Meyer and Land; Britzman), my own contribution sees the complexities through various psychoanalytic lenses. Fundamentally, it is the addition of psychoanalysis that makes Fragile Learning original. It is argued that anxiety is an important part of adult learning. Fragile Learners might experience anxieties that are internal and complex but which appear to be attacks from other people. Alternatively, Fragile Learning might be a consequence of learners having suffered illness or indisposition. It is important that something can be blamed. The themes of fragility and anxiety – not to mention the difficulties that arise from distance learning – are present throughout.
Citation:
Mathew, David. (2016) 'Fragile learning'. PhD by publication thesis. University of Bedfordshire
Publisher:
University of Bedfordshire
Issue Date:
2016
URI:
http://hdl.handle.net/10547/622106
Type:
Thesis or dissertation
Language:
en
Description:
“A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy”
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorMathew, Daviden
dc.date.accessioned2017-05-22T10:49:46Z-
dc.date.available2017-05-22T10:49:46Z-
dc.date.issued2016-
dc.identifier.citationMathew, David. (2016) 'Fragile learning'. PhD by publication thesis. University of Bedfordshireen
dc.identifier.urihttp://hdl.handle.net/10547/622106-
dc.description“A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy”en
dc.description.abstractA critical exploration of seven peer-reviewed published papers supports the author’s contention that learning in Higher Education is a fragile system of conscious and unconscious transactions that serve to weaken a process that is already precarious. Over the course of this essay and the accompanying papers, the submission is that learning is brittle, and easily broken. The Fragile Learner is described as someone close to conceding defeat to circumstances that threaten his education. The Fragile Learner might be a student of a Higher Education Institution, but also might be an appointed educator. Alongside notions of barriers to learning, this submission explores identities and tensions. Although some of the ideas that make up my picture of Fragile Learning have been researched by other contributors (notably Meyer and Land; Britzman), my own contribution sees the complexities through various psychoanalytic lenses. Fundamentally, it is the addition of psychoanalysis that makes Fragile Learning original. It is argued that anxiety is an important part of adult learning. Fragile Learners might experience anxieties that are internal and complex but which appear to be attacks from other people. Alternatively, Fragile Learning might be a consequence of learners having suffered illness or indisposition. It is important that something can be blamed. The themes of fragility and anxiety – not to mention the difficulties that arise from distance learning – are present throughout.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecteducationen
dc.subjectfragile learningen
dc.subjectadult learningen
dc.subjectgendered learningen
dc.subjectgenderen
dc.subjecte-learningen
dc.subjectprison languageen
dc.subjectX300 Academic studies in Educationen
dc.titleFragile learningen
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
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