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It argues that resourcing universities and colleges to provide adult educational pathways yields long-term, inter-generational benefits for families and communities, strengthening efforts to tackle educational inequality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Freirean Approach to Widening Participation and Tackling Educational Inequality  \nrosemary moreland, erik cownie  \nAbstract  \nUniversity Adult Education previously played an important role in enabling nontraditional adult students to access third level study. Renewed government efforts in the United Kingdom to tackling educational inequalities focus primarily on schools, although the widening participation strategy places an onus on universities to play their part. This paper highlights research with learners engaging in university Adult Education and examines their learning journeys. The paper argues that resourcing universities and colleges to provide educational pathways for adults to re-engage with education has wider long-term and inter-generational benefits for families and communities and thus makes an important contribution to tackling educational inequalities.  \nKeywords: Adult Education, community, widening participation, educational inequality, lifelong learning  \nIntroduction  \nAttention to adult learning has waxed and waned over the centuries. It has always been something of a ‘poor relation’ in the education system, having broader definitions and more funding available when the economy is booming. However, in times of austerity, this sector shrinks dramatically and definitions about what counts as adult learning shrink accordingly, often being reduced to what some may term ‘really useful knowledge’ [i.e. training](i.e. training) and skills for employment. We do not dispute the need for everyone to have access to the kind of learning opportunities which they deem to be most suitable to their needs. Indeed, the opportunity for individuals to gain skilled employment is a key benefit not only to those individuals but their families, communities and wider society.  \nThe purpose of this paper, however, is to argue that adult learning should not be relegated simply to skills focused training for those with low levels of qualifications. We contend, rather, that Adult Education in its broadest forms and settings is an important tool in tackling the systemic problem of educational disenfranchisement by young people in areas of social and economic disadvantage and should be encouraged and supported, regardless of financial constraints. Specifically, as our background and current experience is in higher education, we argue the need for universities to take seriously their duty to be accessible to all citizens. To that end, higher education needs to reach out proactively to under-represented communities and recognise this as an important part of their work. Our paper draws on qualitative data we have collected from adult learners with whom we have engaged in many different settings. It is our intention in this paper to allow the voice of the adult learner tobe heard, in terms of the benefits (and challenges) which education has presented to them. We hope that these anecdotal but wide-ranging experiences contribute to the rich tapestry of adult learning data in Ireland, the UK and further afield, which can lend its weight to the case for sustained and adequate funding for adult learning.  \nBarriers to learning  \nThe links between educational underachievement and poverty in the UK are widely acknowledged (House of Commons, 2014; Leitch et al., 2017; Machin, 2006; Nelson et al. 2013) . Raffo et al.’s (2007) detailed review of the literature in this field highlights that whilst there is broad agreement of the links between education level and poverty, the causes and therefore the necessary responses to tackle this issue are widely debated. Thus, Francis and Wills (2012) argue that whilst family background is still the highest predictor of educational achievement, current solutions focus primarily on market solutions such as increasing consumer choice. Demie and Lewis (2011, p. 245) additionally link educational achievement with poverty and class and argue ‘Social class has been shown to ha","cbCaienHoDmIZml0","https://ap.wps.com/l/cbCaienHoDmIZml0","pdf",123379,23,"English","# Abstract\n# Introduction\n# Barriers to learning","[{\"question\":\"What role has university Adult Education historically played for nontraditional adult students?\",\"answer\":\"It enabled nontraditional adult students to access third-level study, expanding participation in higher education.\"},{\"question\":\"How does the paper connect widening participation to educational inequality?\",\"answer\":\"It argues that government widening-participation strategies require universities to support adult educational pathways, helping address systemic educational inequality.\"},{\"question\":\"What barriers to learning are discussed for young people and working-class parents?\",\"answer\":\"The paper highlights barriers such as low aspirations, alienation from the curriculum, limited parental engagement, marginalisation of culture, inadequate housing, and literacy/language deprivation.\"}]","Reclaiming University Adult Education - A Freirean Approach to Widening Participation and Tackling Educational Inequality | PDF",1792065947,58]