Investigating Gender: Contemporary Perspectives in Education

By Becky Francis; Christine Skelton | Go to book overview

7
Gender and the post-school
experiences of women
and men with learning
difficulties

Sheila Riddell

Stephen Baron

Alastair Wilson


Introduction

It is often possible to learn a great deal about a field by looking not at the welltrodden ground, but at the gaps, the absences and the silences. Until relatively recently, the sociology of disability has been a very underdeveloped area (Barton 1994), a fact that has implications for studies of educational settings. As a broad field of study, education draws on a wide range of disciplines and it is not accidental that in some areas (for example, special educational needs) the ideas and methods of psychology are often used, while in other areas (for example, youth culture) the ideas and methods of sociology are adopted. This chapter begins by looking at three distinct areas which have remained in relatively watertight compartments, but which could provide new and interesting insights if brought together. These three areas are the sociology of education, the sociology of disability and feminist social research. It is argued that the reason for the separate development of these fields is far from accidental and betrays a limitation in their fundamental vision and concerns. Subsequently, an example is given of a piece of research which attempts to draw creatively on each of these fields. This research explores individuals' experience of learning disability in the context of lifelong learning, drawing out gender and class differences. While identifying social barriers, the researchers wished to understand the different ways in which these are experienced by women and men in particular situations. Although there is a burgeoning literature on lifelong learning, very little has been written about the experiences of people with learning difficulties within the learning

-93-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Investigating Gender: Contemporary Perspectives in Education
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 225

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.