““I’m suddenly somebody!”I’m suddenly somebody!”

Pedagogies of Practice: Pedagogies of Practice: Researching informal Researching informal

learninglearning

Birkbeck Institute for Lifelong Birkbeck Institute for Lifelong LearningLearning

Thursday 27 April 2006Thursday 27 April 2006

““I’m suddenly somebody!”I’m suddenly somebody!” – – Informal learning and the Informal learning and the

Women’s InstitutesWomen’s Institutes

Jan Etienne and Sue JacksonJan Etienne and Sue Jackson

Background to the ProjectBackground to the Project

National Federation of Women’s National Federation of Women’s InstitutesInstitutes

•The National Federation of The National Federation of Women's Institutes (NFWI) is the Women's Institutes (NFWI) is the largest organisation for women in largest organisation for women in the UK with 215,000 members in the UK with 215,000 members in England, Wales and the Islands. England, Wales and the Islands.

  

MissionMission

•The WI exists to educate The WI exists to educate women to enable them to women to enable them to provide an effective role in the provide an effective role in the community, to expand their community, to expand their horizons and to develop and horizons and to develop and pass on important skills. pass on important skills.

The WI encourages and The WI encourages and enables women to:enables women to:

• enhance their lives and play their part in enhance their lives and play their part in the community through educationthe community through education

• improve their lives and the lives of those improve their lives and the lives of those around themaround them

• lead fulfilling lives, be of influence in the lead fulfilling lives, be of influence in the community, and influence policy makerscommunity, and influence policy makers

• provide a friendly atmosphere where provide a friendly atmosphere where women can be inspired and enlightenedwomen can be inspired and enlightened

Denman College Denman College

Learning with the WI Learning with the WI enables:enables:

• ‘‘to be part of my community’to be part of my community’

• ‘‘have a wider knowledge about my have a wider knowledge about my community’community’

• ‘‘find getting on with others easier’find getting on with others easier’

• ‘‘gain new opportunities’gain new opportunities’

• ‘‘be involved in community work’be involved in community work’

• ‘‘lead and share experiences’lead and share experiences’

The ESRC projectThe ESRC projectaims to explore:aims to explore:

• the impact on and for lifelong learning the impact on and for lifelong learning in constructions of identitiesin constructions of identities

• (older) women’s engagement as active (older) women’s engagement as active citizenscitizens

• the relationship between civic the relationship between civic engagement and lifelong learningengagement and lifelong learning

• women’s lifelong learning in and women’s lifelong learning in and through family lives, networks and through family lives, networks and voluntary workvoluntary work

Who are the Women?Who are the Women?

• The Executive CommitteeThe Executive Committee

FieldworkFieldwork

• Visits to 5 Federations in Wales, Visits to 5 Federations in Wales, Yorkshire, West Midlands, Essex and Yorkshire, West Midlands, Essex and MiddlesexMiddlesex

• Interviewed ..WI members (Focus Interviewed ..WI members (Focus Groups and in depth interviews)Groups and in depth interviews)

• Circulated questionnaires to all 70 Circulated questionnaires to all 70 Federation in England and WalesFederation in England and Wales

• Circulated additional questionnaires to Circulated additional questionnaires to 24 Institutes24 Institutes

The women represented in the The women represented in the studystudy

•Aged between 60-65 (60%)Aged between 60-65 (60%)

•White - English or Welsh (98%)White - English or Welsh (98%)

•Middle classMiddle class

•Live in rural areas (60%)Live in rural areas (60%)

•Teaching and secretarial Teaching and secretarial backgroundbackground

•RetiredRetired

Benefits of Lifelong Learning at Benefits of Lifelong Learning at times of transitiontimes of transition

• ““After the death of my husband I After the death of my husband I don’t know where I would be if it don’t know where I would be if it hadn’t been for the support from the hadn’t been for the support from the WI”WI”

Activities taking placeActivities taking place

• Monthly WI meetingsMonthly WI meetings

• JerusalemJerusalem

• Invited speakersInvited speakers

• Practical demonstrationsPractical demonstrations

• WI WalksWI Walks

• WI VisitsWI Visits

Increasing ConfidenceIncreasing Confidence

• Membership of the WI gave me the Membership of the WI gave me the confidence to study for a degreeconfidence to study for a degree

• After gaining a BA in Psychology - at After gaining a BA in Psychology - at home “I’m suddenly somebody!”home “I’m suddenly somebody!”

Passing on the traditional Passing on the traditional skillsskills

““I’m suddenly somebody”I’m suddenly somebody”

• ““I was now the President and on my I was now the President and on my first day out in the village…..’Hello first day out in the village…..’Hello Vera’; ‘How are you Vera?’; ‘Nice to Vera’; ‘How are you Vera?’; ‘Nice to see you Vera’ – Suddenly I was see you Vera’ – Suddenly I was somebody!”somebody!”

Informal LearningInformal Learning

• In the role as Chairman; Secretary; In the role as Chairman; Secretary; TreasurerTreasurer

• From external SpeakersFrom external Speakers

• Drafting resolutions Drafting resolutions

Informal learning: Informal learning: For enjoyment and friendship!For enjoyment and friendship!

The WI brings:The WI brings:

• opportunities to learnopportunities to learn• wider knowledge of interesting subjectswider knowledge of interesting subjects• opportunities to learn new skillsopportunities to learn new skills• sense of belongingsense of belonging• new friends and sense of communitynew friends and sense of community• realising what a group of women can dorealising what a group of women can do• being myself as a womanbeing myself as a woman• appreciation of othersappreciation of others• increase in confidenceincrease in confidence• awareness of the world around meawareness of the world around me

Pedagogies and practices Pedagogies and practices of/for (informal) learningof/for (informal) learning

• to strive for egalitarian relationshipsto strive for egalitarian relationships• to try and make all students feel valuedto try and make all students feel valued• to use the experiences of students as a to use the experiences of students as a

resourceresource• to question the role and authority of to question the role and authority of

the teacherthe teacher• to consider personal experienceto consider personal experience• to consider questions of differenceto consider questions of difference

5 key areas5 key areas

• A safe environmentA safe environment

• Developing confidenceDeveloping confidence

• NetworkingNetworking

• Taking control of learningTaking control of learning

• Recognising that learning has taken placeRecognising that learning has taken place

Informal Learning: Informal Learning: Drafting Drafting resolutions for Annual resolutions for Annual ConferenceConference• Renewable energyRenewable energy

Sport for a healthy populationSport for a healthy population• Fair TradeFair Trade• What women wantWhat women want Campaign Campaign• Care of the EnvironmentCare of the Environment• Adult educationAdult education• Farmgate milk pricesFarmgate milk prices• GM foodsGM foods• Children’s dietChildren’s diet• Save rural post officesSave rural post offices• TraffickingTrafficking

How WI members benefit from How WI members benefit from informal learninginformal learning

• ““Enjoyment”Enjoyment”

• ““Better health and keeping active”Better health and keeping active”

• ““Being seen as a valuable member of Being seen as a valuable member of society”society”

Jam, Jerusalem and Calendar Jam, Jerusalem and Calendar GirlsGirls