Re-imagining Democratic Learning at Workers’ Educational Association (WEA): An Interpretivist Analysis of Tutors’ Perspectives, Practices, and Experiences

Abstract

This doctoral research critically examined the concept and practice of 'democratic learning' within the context of the Workers’ Educational Association (WEA), a UK-based adult education institution with branches across the country. The study aimed to understand how democratic learning is perceived, interpreted, and enacted by WEA tutors in their professional practice. This research was guided by four objectives: to explore tutors' interpretations of democratic learning; to examine its translation into pedagogical strategies; to investigate its manifestations within teacher-learner relationships; and to evaluate the influence of internal and external policies on the WEA's teaching and learning practices.

The methodology employed was a qualitative, interpretivist approach, within a case study research design based on in-depth interviews with six WEA practitioners. The recorded interviews were transcribed and subjected to thematic analysis, which entailed grounded coding, identifying, and examining meaningful units, patterns, and themes within the data. Six major themes were derived from the thematic analysis: inclusive practice and pedagogy; democratic learning (student voice, empowerment, and choice); informality and fluidity; social purpose; equality diversity and inclusion; and policy-practice nexus.

The findings illustrate how WEA practitioners implement an inclusive pedagogy, focusing on learner-centred and collaborative teaching practices. They foster democratic learning environments that encourage student autonomy and participation in decision-making, curriculum development, and goal setting, thus empowering learners of diverse backgrounds and abilities. In addition, the thesis highlights the theme of 'social purpose' in education, showing how the WEA extends its mission beyond traditional educational goals towards fostering broader societal benefits such as personal growth, empowerment, and fostering inclusivity. Tutors also expressed concerns about exam-centric education, instead favouring an approach that prioritises understanding and the intrinsic joy of learning.

The thesis investigated the theme of 'diversity and inclusion' and reveals a commitment to respecting and valuing the unique abilities, knowledge, and experiences of all learners, including individuals with developmental disabilities. The study underscores the strength-based perspective of the WEA, accommodating varying learner needs; validating alternative means of expression; and emphasising proactive interventions to ensure inclusivity in learning for all learners. This research further delves into the instances of 'informality and fluidity' within the WEA. It shows how informality in structure and relationships enhances the learning experience and outcomes, fostering spontaneity, flexibility, and a shift from traditional teacher-student dynamics to more open and egalitarian relationships. Lastly, the thesis explores the intricate interplay between policy and practice in the UK education system, shedding light on the ways in which the WEA's educational practices are influenced by internal and external policies. The research reveals mixed perspectives by the tutors regarding policy influences, indicating that the nexus between policy and practice is contentious and contested.

The study concluded that democratic learning, as conceptualised and practiced at the WEA, aligns with several seminal educational theories, including those of Freire, Dewey, and Knowles. Democratic learning was found to promote an egalitarian, learner-centred, inclusive, and empowering learning environment. However, it also found limitations to this approach, including the persistence of traditional teacher-student hierarchies and the potential for overwhelming learners with excessive autonomy. The findings underscored the importance of balancing learner autonomy with teacher guidance. The study further illuminated the crucial role informality and fluidity play in shaping democratic learning environments, reinforcing the principles of collaborative and transformative education. It also emphasised the necessity of policies and practices that promote inclusivity and diversity, whilst acknowledging the complexities and challenges of these approaches.

The research suggested the importance of balancing humanistic and economic perspectives in adult education, underscoring the need for a comprehensive approach that addresses both personal empowerment and socio-economic betterment for adult learners. Finally, the study highlighted the significant influence of policy on adult education practices, revealing a complex and often contested policy-practice relationship.

Overall, this research contributes to the field of adult education by providing an in-depth examination of democratic learning in practice and identifying its nuanced limitations, offering insights that can inform educational policies and practices in adult education institutions. This research suggests that achieving a truly inclusive, empowering, and effective adult education system requires a delicate balance of democratic-humanistic principles, learner needs, policy considerations, and prevailing socio-economic realities.