Identity changes can occur when an identity position or strand is challenged or in conflict with another (Woodward, 2004). A woman may feel torn between wanting to construct an identity as a hard working and diligent student, yet may find this incompatible with being a mother who is readily available to her children; this could impact on a crisis or a change in identity. Therefore the concept of identity crisis is useful in my research as it could explain why students struggle with their emotions, when on the course, as they reconstruct or challenge what makes a good mother, wife, professional or student. The early years content of the course (see Appendix 2)
6 Many of the literature sources discuss mature students rather than just women, not all of these mature
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relates closely to their parenting experiences, therefore challenging previous assumptions is probable. Identity transformation could be as a consequence of wrestling with the academic demands, theoretical reflecting and changing individual professional perceptions. As education can be seen as an autonomous, independent, safe and enabling space to reconstruct identity (Parr, 2001) then change is to be expected. Parr’s (2000) research on 49 women in a college or HE environment concluded that education gave women increased agency and autonomy and acted as a catalyst for change in their levels of confidence, self image and independence. Those seeking education as adults are often looking for change in one form or another; this could be a change in career direction, perspective or because of decreasing childcare demands as their children begin full time education (Parr, 2000; Pascall and Cox, 1993).
Through engagement with HE some strands of identity could become stronger or more important than others. Prior to HE they may have described themselves as a mother and wife, whereas during their studies they may add an additional identity strand of HE student. This could result in the women reconsidering their practical roles and putting their desire to study above of their desire to complete the housework duties they assign to a wife or mother. Through this change in identification and role, women are demonstrating the importance and value in their HE study. These transforming strands of identity are then in direct conflict with current roles or duties within the family. This change in balance can lead to a period of unrest and amendment as the student tries to assimilate to the changes and adjust to the existing representation of their perceived role and duties as a mother or wife. This can also lead to changes and transformations for family members around the mature student.
Transformation theory is helpful to this study as it illuminates how the socially constructed perspectives the women have held previously, including the duties and obligations within different positions can be challenged and re-examined (Harré and van Lagenhove, 1999). This change in positions can be tacit or intentional if a woman decides to challenge a previously held position based on her developing knowledge base. Tacit positional changes may have resulted from a gradual change as the woman assimilates new knowledge this may subconsciously change her position on different topics and the vocabulary she uses. Intentional changes, are the
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result of a conscious decision by the women, for example, to reject the previous construction of always being responsible for household tasks. Women will have entered HE as they are looking for change educationally, professionally or for the family, so transformation in one form or another is an anticipated outcome of their studies. Transformation theory, according to Mezirow (1991), involves re-examining childhood values, beliefs and assumptions in light of new
knowledge and experiences. It is not just adding new meaning to old perspectives but involves heightened reflection to reconstruct new meanings and interpretations. As previously stated, social reality is sustained by our language, culture and socialisation. These systems,
assumptions and ways of knowing can be taken for granted. Newer perspectives in adulthood, particularly through education and engagement with academic reading and discussion, can result in these assumptions being challenged (Cherrington and Thornton, 2013). This can be redefined through critically examining the socially bestowed roles given to us. Those with wider life experiences, for example previous employment or motherhood, are more likely to engage in deeper transformational learning as they have increased encounters to reflect and draw upon (Taylor, 2009).
Mezirow (1991) uses the terms ‘meaning’ as interpretation; ‘meaning scheme’ as assimilated habits of expectation that are used as schemes or habitual ways of doing things which give personal boundaries for expectations and behaviour, this gives us criteria to judge what is right and wrong. A ‘meaning perspective’ therefore is seen as a set of meaning schemes. It is through making sense of a shared experience of social reality, that we create a set of rules and meaning perspectives that enable us to define ourselves and also develop a sense of identity. Therefore we construct meaning and significance through the environment and situations we are in (Mezirow, 2000), hence when a condition or environment changes, then our values and assumptions can be changed or tested.
Through this transformation of our own taken for granted beliefs we can have greater control over our lives (Cherrington and Thornton, 2013). This can be an emotionally intense experience (Mezirow, 2000), as previous interpretations and their significance, can be used to generate new meanings. This can lead to unrest or disorientation through the critical reflection process
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particularly when previous assumptions are challenged (Erichsen, 2011). This links in with my previous argument concerning identity change.
Mezirow (1995, cited by Kitchenham, 2008) considered three types of reflection: content, process and premise with transformation being categorised as straightforward or profound. A person can reflect on the content of the problem, the process of solving the problem or the premise of the problem (Mezirow, 1991). Straightforward transformation occurs through content and process reflection of a previous meaning scheme. For example a woman might consider previous parenting decisions and reflect on areas of difficulty or potential areas of change and how to solve this, thus causing straightforward transformation of beliefs and behaviours as a parent. However, if a mother then examines her assumptions and premises to those behaviours, this may lead to a profound transformation to her future parenting practices through complex reflections and a transformation of meaning schemes.
3.4.1 Connecting identity and transformation theory through critical reflection
Burr’s concept of identity being socially constructed aligns with Mezirow’s perspective of meaning making based on social experiences. Transformation theory defines identity as an ability to see ourselves through the eyes of others, being able to take on a role and
understanding of our self, according to the social context we are in (Erichsen, 2011).
Transformative learning then looks at a reflective process where personal constructions of who we are and who we are in relationships is examined through interaction in different social environments.
Transformative learning involves an examination of assumptions in order to give way to a new set of expectations and meanings. Education provides a platform for transformative learning. For example, value laden course content such as spirituality or bereavement enables the student to critique both professional and personal values. Through authentic teacher and student relationships which are productive and trusting, confidence is developed in students which can lead to transformative thinking (Taylor, 2009). Both aspects are particularly encouraged through the Foundation Degree in Early Years programme through content that gives opportunities for
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critical discussion and the creation of meaningful pastoral relationships through small class sizes.
Transformation theory can be employed to examine the change in women when they embark on a programme of HE study as their meaning schemes and perspectives are challenged. Through this process of critical reflection they may begin to search and examine their presuppositions that influence their actions but also their wider relationships. Therefore it is worth noting here (as in Chapter 2.3) that some women will also choose to embark on an HE programme due to a change in themselves that has begun the transformation process (Britton and Baxter, 1999).
Critical reflection is a key component of the process of transformation. Critical reflection is viewed as essential in the Foundation Degree in Early Years programme in enabling educational learning experiences to impact on personal identity and professional practice (Lehrer, 2013). Reflection is important in professional practice as it can enable practitioners7 to challenge and
change their own assumptions and beliefs (Cherrington and Thornton, 2013). Competing forces and demands on a professional can be linked to immense pressure and autonomy can be called into question (Schön, 1991). Through learning to reflect practitioners can develop their
knowledge base which can lead to increased self-confidence and self-assurance. Through these opportunities students can become more aware of their values base (Thompson and Thompson, 2008), which in turn can place them in a stronger position to influence, change and transform situations around themselves. During this reflective process students can develop new ideas and influence future choices, decisions and actions. For many students, this reflection spills into their day to day life (both personally and professionally) and becomes a natural process of who they are.
3.4.2 Reflexive thinking, identity change, transformation and positioning
Reflexive thinking incorporates the wider social context and perspectives of others in a way that Mezirow neglects. Mezirow presents transformation theory as an insular and introspective
7 The term ‘practitioner’ is used within this thesis to define those professionals working within early years
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experience and although there is recognition for the sharing of transformational experiences (Mezirow, 1991), there is no consideration to the wider context or family who can provide support through transformative learning (Taylor, 2009). It is an approach that focuses on the individual, and overlooks positionality when considering transformative learning which fails to recognise if a person’s transformation can affect transformation for another. There is reference to how personal change due to family crisis or a disorientating dilemma can instigate personal critical reflection and transformation (Mezirow, 1991), but there is no appreciation of the effect of this on the family.
Reflection can enable students to question everyday occurrences and can be seen as disruptive as ‘…. it lays open to question anything taken for granted’, (Bolton, 2005:1) and creates
uncertainty. It can also be seen as focusing significantly on rational aspects of reflective practice and therefore neglectful of emotional matters (Thompson and Thompson, 2008; Thompson and Pascal, 2012). However a reflexive approach to reflection (Bolton, 2005), acknowledges emotional dimensions as well as wider forces that impact on one’s thinking and experiences such as values, societal structures, and alternative perspectives. Through reflexive thinking, deeply held views can be considered (Bolton, 2005) and a critical appraisal of one’s self can ensue. If a critical approach is taken then it is likely that change or transformation will take place as a consequence of these reflexive processes. This can lead to difficulties for some women students as they find that their critical approach is not always welcome in their
professional (Thompson and Thompson, 2008), social or family environments. I will explore the question whether transformative learning is perceived by mature students as affecting other members of the family or whether they see it as only concerning individual learning. The next section will move from an individualistic approach of internal feelings and transformations to consider the role of the family in supporting a woman’s return to HE.