The Ideology of Access: Young Adult Experiences in Transition from Literacy and Basic Skills to Postsecondary Education
Notice bibliographique
Résumé
Access to education remains a popular area of research, policy, and practice within adult education. Expanding the forms of educational access available and widening opportunities for adults to learn are both responses to crises in unemployment, housing, migration, pandemics, wealth disparity, and discrimination. Young, racialized, immigrant adults are often the target of these projects for educational access. Their experiences invite questions about the contradictions of human capital development as young adults enhance their knowledge, skills, and credentials but are still subject to the actualities of capitalism. I analyze the constitutive relations that organize the experience of educational access using anti-racist, Marxist, and feminist theories that draw from historical materialism. I consider educational access from the standpoint of young, immigrant, racialized adults in basic literacy programs who pursued a transition to postsecondary education in the Greater Toronto Area. Through their accounts, I argue that educational access is ideological. Access to education entails ideology as young adults are reduced to a fragmented consciousness and reproductive praxis in human capital development that maintains the social and material relations of class struggle. Using an anti-racist feminist methodology, I conducted semi-structured interviews with eight young adults and nine adult literacy workers, all engaged in seeking or facilitating educational access for transitions into postsecondary education and work. I walk through the journey of registering for, participating in, and exiting access programs from the standpoint of young adults to explicate the relations that organized their reproductive praxis, with special attention directed to the Canadian state. The neoliberal capitalist state, having formed in the complex of capitalist social relations, organized young adults to access education through ‘barrier-free’ participation that was promised to individuals through Canadian multiculturalism. Young adults were also subject to the state’s use of competency-based pedagogies and performance management tools, mediating young adults’ experiences in under-resourced, publicly funded adult learning. The work of young adults and adult educators embodied reproductive praxis as individuals considered going ‘back to school’ when educational access did not resolve the immediate contradictions of their lives. I conclude by considering a transformative praxis for educational access that is constitutive of class struggle.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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