Much research on adults in higher education has focused on issues of access and participation. As a result little is known about what happens to working-class students after leaving university even though employability is high on the agenda HE research on this topic in relation to such students is sparse. This research focuses on the voices of…

This article is based on a comparative study of working-class students' experiences in English and Irish higher education. It highlights the lack of comparative studies on this topic based on qualitative research and why filling this gap is important in understanding access and widening participation. Drawing on biographical interviews with 139…

Academic feminism is now largely concerned with abstract theory and a discourse which distances it from the lived reality of working class women. This paper explores, through the concept and approach of dialogical feminism, ways in which feminists in the academy can re-connect with 'other women' in working towards social transformation for all…

Adult education in the United Kingdom is historically associated with working-class movements in the nineteenth century. In recent years, however, with the popularity of postmodernism, social class has become a neglected concept among sociologists and adult educators. Wider participation strategies have increased the number of adult students…

A recent international symposium on radicalizing feminism explored ways of developing a dialogic feminism that emphasizes working in different settings under the common goal of including women who have been invisible in the dominant feminist literature by furthering theories and practices based on the principles of dialogic feminism. The seminar…