Critical Reflection and Readiness for University in Non-Traditional Students: Implications for Informal Educators

Abstract

Within the context of increasing pressures to widen participation, this article is based on small-scale qualitative research into the pre-course experiences of some non-traditional students undertaking a BA in Community Education. The central idea is that developing the capacity for critical reflection (Brookfield, 2000), through participation in informal learning activities, is significant in enabling the ‘readiness’ of non-traditional students for university. If this is the case, it follows that there are pedagogical implications for the work of informal educators in assisting adult learners to develop this capacity. In some ways the article can be read as a response to Preece et al's (1998, p 7) call for further research into ‘how curriculum content and teaching and learning styles’ can sustain and widen participation. The article concludes by suggesting that the development of this capacity could form a crucial bridge between informal modes of learning and the learning required in HE.