eprintid: 10020794
rev_number: 8
eprint_status: archive
userid: 587
dir: disk0/00/02/07/94
datestamp: 2014-10-31 12:52:14
lastmod: 2017-12-07 21:37:41
status_changed: 2014-10-31 12:52:14
type: thesis
metadata_visibility: show
creators_name: Jones, Tom.
title: A social model of learning constructed from the perceptions of marginalised art and design students
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2003.
abstract: A social model of learning is proposed on the basis of findings from an
investigation conducted in order to understand the learning experiences of some
institutionally marginalised students within the art and design sector of post-16
British education. The research thus contributes to the growing body of generic
knowledge about student experience and forms a significant addition to the
limited number of studies of learning experience specific to art and design. The
focus of research and the researcher's professional interest in art and design
combine to determine an eclectic and researcher inclusive approach to the
methodology.
Juxtaposing institutional practice in post-16 art and design with theoretical
precepts drawn from the wider field of education for adults shows that
marginalisation is a social rather than academic phenomenon. It also reveals a
paucity of studies about student learning experience in the sector, thereby
providing a rationale for conducting a systematic investigation.
Phenomenological analysis of accounts provided by marginalised students
shows that they explicitly construct learning as a holistic experience of
continuously coping with diverse practical circumstances and conflicting ideas in
a dynamic of changing self-perceptions. On these grounds, the findings from
this investigation are hypothesised as a social approach to learning. Following
substantiation by juxtaposition with established theoretical positions and comparable studies of practice, the hypothesis is proposed as a social model of
learning.
It is argued that under current circumstances the approach of students hitherto
marginalised in art and design is likely to become typical of most future students
in the sector. Deploying the social model of learning in conjunction with the
liberal apprenticeship model typical of art and design institutions would
therefore enable the sector to respond more effectively and positively to
challenges posed by the prevailing socio-economic circumstances and
government imperatives to widen participation.
date: 2003
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409138
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 283
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Jones, Tom.;      (2003)    A social model of learning constructed from the perceptions of marginalised art and design students.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10020794/1/__d6_Shared%24_SUPP_Library_User%20Services_Circulation_Inter-Library%20Loans_IOE%20ETHOS_ETHOS%20digitised%20by%20ILL_JONES%2C%20T.pdf