This thesis explored whether Post-Access students received a democratic education that allowed them to draw upon their own experiences and practical wisdom, in order to deliberate wisely and act well for themselves and others.
This research draws on the findings of a longitudinal study exploring the post-Access to HE student experience, applying the theoretical frameworks of Basil
Bernstein and Aristotle’s notion of phronesis (practical wisdom) to analyse the data.
This longitudinal study (3-4 years) used narrative inquiry as the primary method to capture the HE experience of eight post-Access Art & Design students through a series of semi-structured interviews. The resulting case studies were felt to demonstrate how the institutions as well as the degrees influenced their perceptions of themselves, and their identities as artists, craftspeople and designers.
ETF/sunCETT MPhil, Practitioner Research Programme