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Non-traditional Students in Art and Design Higher Education

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Practical Wisdom and Democratic Education

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Abstract

The aim of this chapter is to establish the historical and current context of Access education in the United Kingdom. In the 1970s and 1980s working-class participation in higher education (HE) was encouraged and celebrated. Recently, there have been fewer attempts at promoting social mobility through educational policies. The chapter describes how post-Access to HE students are routinely referred to as ‘mature, non-traditional or non-standard’. The literature concerning the transition of students, and in particular mature students, to HE is then reviewed. It is argued that mature students’ previous experiences contribute towards their practical wisdom, and that this potentially helps them become adaptive in new situations and to be able to navigate around barriers they may experience during their periods of study.

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Authors and Affiliations

  1. Leeds Arts University, Leeds, UK

    Samantha Broadhead

  2. Centre for Excellence in Teacher Training, University of Sunderland, Sunderland, UK

    Margaret Gregson

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  1. Samantha Broadhead
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  2. Margaret Gregson
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Broadhead, S., Gregson, M. (2018). Non-traditional Students in Art and Design Higher Education. In: Practical Wisdom and Democratic Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-73311-1_1

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  • DOI: https://doi.org/10.1007/978-3-319-73311-1_1

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-73310-4

  • Online ISBN: 978-3-319-73311-1

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