Marginalized Non-Traditional Adult Learners: Beyond Economics

Authors

  • Tara Hyland-Russell St. Mary’s University College
  • Janet Groen University of Calgary

DOI:

https://doi.org/10.56105/cjsae.v24i1.125

Abstract

Changing demographics and patterns of higher education participation in many countries, including Canada, have prompted a growing interest in improving access for non-traditional adult learners. This paper focuses on the results of a research study funded by the Canadian Council on Learning that profiles 71 learners in three Canadian university-level Radical Humanities programs designed for low-income people. Four thematic areas explore the barriers and supports that impact students’ ability to access post-secondary education: (1) barriers to further education, (2) concept of self as learner, (3) learning space, and (4) role of the humanities. This paper argues that while poverty limits educational participation, a greater challenge is posed for marginalized non-traditional adult learners by complex relationships among economic and non-material barriers that limit their agency. Effectively increasing post-secondary participation rates for marginalized non-traditional adult learners cannot be achieved by addressing economic issues alone but by addressing the structural nature and impact of inter-related economic and non-material barriers.

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Published

2011-11-30

How to Cite

Hyland-Russell, T., & Groen, J. (2011). Marginalized Non-Traditional Adult Learners: Beyond Economics. Canadian Journal for the Study of Adult Education, 24(1), 61–79. https://doi.org/10.56105/cjsae.v24i1.125

Issue

Vol. 24 No. 1 (2011): Expanding Our Horizons

Section

Articles

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