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This thesis examines what the students of the Copenhagen’s adult education centre learn and how the community of students and their self-perception affect the learning processes. In order to complete this research, a psychological perspective is applied.The aim is to highlight the field of problem through the use of critical psychology as both theory and as a method. This means that the main interests revolve around the individual’s subjective perspective and everyday life. Methodically this thesis is inspired by the work of Charlotte Højholt and her way of approaching practice research, which allows the researcher to take part in the practise of interest. Theorists such as Ole Dreier, Charlotte Højholt and Etienne Wenger constitute the main theoretical literary sources. The empirical data is retrieved qualitatively through four individual semi-structured interviews in co-operation with four students from the class of interest as well as from participatory observations.From the analytical work a picture emerges of a divided community of students, which creates obstacles for the intentional learning. Further more it seems that the student’s self-perceptions are disproportional to their conduct of everyday life. This points at the understanding that the community of students either participate in a social or school oriented community. From the analysis of respectively the interviews and observations, it can be derived that what the students learn is that they cannot take part in both the intended teaching and social arrangements. In addition to this the analysis shows how the students repertoires, among other factors, seem to course the students to take part in the class in certain ways, placing obstacles for the intentional learning. In discussing the analytical results a focus on experiences is applied in order to accentuate the importance of the student’s trajectories of life. This discussion arranges a set of understandings expressing the importance of talking about experiences in a critical psychological school of thought. |
