CLASS AND DISABILITY - INFLUENCES ON LEARNING EXPECTATIONS

This paper describes some findings from in-depth interviews with 10 ad ults with disabilities, most of whom had strong working class connecti ons. It places the findings in the context of feminist post-structural ist theory. Whilst the research is not directly to do with gender rela tionships, the theoretical framework highlights notions of difference, cultural value and meaning which play a significant role in the power relationships between dominant and subordinated groups. The interview s invited participants to tell their life story with regard to educati onal experiences. Analysis of these stories indicated that expectation s, rather than ambitions, had influenced most people's educational act ivities as adults. The combination of poor childhood experiences, clas s and disability attitudes, had a powerful influence on personal goals , which appeared to misrepresent real potential or real interest, once stimulated. The extract here is part of a larger research project whi ch is looking at differentials amongst three different learner group c ultures. The research is concerned with the mismatch of expectations a mong university continuing education providers and those of under-repr esented groups.