‘Where are all the men?’ working-class male students and care-based degrees

ABSTRACT

This article draws on data from a small qualitative study of men on care-based degree pathways in one university in England. There is little research that specifically considers the experiences of working-class men on these courses. The article explores aspects of men’s experiences and responses to so-called ‘active learning’. It considers knowledge in care-pathway pedagogy and how students on these programmes are enabled to draw on both disciplinary and practice-knowledge. The article argues that active learning must go beyond a dominant preoccupation with self-development to initiate students into disciplinary knowledge appropriately recontextualised for their practice careers. Classed and gendered classrooms are an example of where this might occur. Implications for access and participation and for teaching and learning on care pathways are identified.

KEYWORDS:

• Masculinity
• higher education
• social class
• active-learning
• knowledge
• pedagogy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was jointly funded by the Teaching and Learning Innovation Fund and the Access and Participation Team at the host institution.

Notes on contributors

Craig Johnston

Dr Craig Johnston research interests lie in the study of disability, class and youth culture. His priority has been to engage in research with a strong social justice agenda that addresses social inequalities of all kinds. His most recent research interests lie in policy initiatives that affect young people on the margins of communities, school exclusion, alternative provision, and youth culture.

Simon Bradford

Dr Simon Bradford research interests include youth and youth cultures, social policy as it affects young people and communities, and professionalisation and professional identities of those who work with young people.