FAURE-BRYAN, GRACE,ALETHEA (2022) ‘I can do it on my own’: transformative learning perspectives on women’s educational trajectories in the UAE.’. Doctoral thesis, Durham University.
|PDF (Thesis) - Accepted Version|
Educational opportunities for women in higher education have been, and continue to be, an important area of research. This study explores the lived experiences of a small group of female students and their personal educational trajectories over time, in the context of the changing face of the UAE. The country’s oil wealth has led to extensive changes and developments in its society, as evidenced by emerging philosophies and provision for its citizens; education being an area of investment. This study provides a deeper understanding of educational experiences and the process of personal change, freedom, and emancipation. Gender issues are explored on a macro level i.e., political, and societal, and on a micro-level i.e., personal, and individual, through lived experiences. Journeys of personal growth and change are explored, prior to, whilst and after educational experiences on a new diploma course. The theoretical framework of transformative learning is used to highlight changes triggered with and without disorienting dilemmas, whilst the participants were on their educational trajectories. Changing points of views, resulting in new perceptions are revealed and explored. Long may change continue for women of the UAE.
This longitudinal study follows the stories of five participants from two different cohorts of a new classroom assistant programme over a four-year period. The study employs an in-depth exploratory approach, using qualitative methodology. The emphasis is on personal knowledge construction and changing perspectives. The research approach focuses on the individual stories of their lived experiences, using narrative inquiry.
|Item Type:||Thesis (Doctoral)|
|Award:||Doctor of Education|
|Keywords:||women, educational experiences, transformative learning, taken for granted assumptions, questioning, new perspectives, emancipation, narrative inquiry, trajectories|
|Faculty and Department:||Faculty of Social Sciences and Health > Education, School of|
|Copyright:||Copyright of this thesis is held by the author|
|Deposited On:||07 Nov 2022 13:56|