| الوصف: |
Whilst there is now a significant and growing body of literature exploring women' identity, achievements and processes within a learning and educational context, there is little which focuses on the particular way in which processing daily life is a significant and valid form of learning for women. This thesis is concerned to value women's learning experiences, to hear women's voices within the organisation, and to uncover their stories in the area of spirituality. The research has involved a longitudinal ethnographic study of 8 women over 30 months. The women, aged 35 - 55 are all actively involved in the Church of England, and are drawn from a range of church backgrounds. Interviews have taken place at regular intervals over that time, and are supported by additional information gathered through observation, learning diaries and other activities. The thesis uses a feminist epistemological framework characterised by oppression, connectedness and silence in order to explore the processes of learning faith in everyday life. The thesis argues that women's experience of faith formation is frequently a story of conflict and tension, as the women attempt to fit their experiences into the language and ideology of formal learning. In the context of a current dominant discourse of education based around economic consideration, the thesis highlights the importance of the everyday in forming identity, values and community. |
