Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Downs, Yvonne; Watts, Michael
Languages: English
Types: Unknown
Subjects: H1
This paper gives an account of Yvonne’s PhD research, a feminist project which uses a life history methodology to focus on the value of higher education for women ‘like her’, middle aged women graduates who were born into working class families and who were the first in those families to go into higher education. Although it is Yvonne’s story and accordingly will be told in the first person from this point on, Michael is the ‘absent presence’ throughout the narrative. Having been introduced to CA by Melanie Walker who was my tutor when I did an MA in educational research at Sheffield in 2006, I met Michael when he delivered a paper on capabilities and adaptive preference at a conference I was also attending (Watts 2008a). Our conversations and email correspondence since that time comprise the bedrock, the touchstone and the lynchpin of this paper. It is the story to date of what might be termed an obsession. I have been striving for some time to understand why I was intuitively drawn to the capabilities approach (CA), interrogating it in order to ascertain whether it is compatible with my research philosophy and methodology and, if so, how it might be incorporated into and support my research aims. [1]
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Aiston, S. (2005) A maternal identity? The family lives of British women graduates pre- and post-1945. History of Education, 34:4 pp 407-426 Archer, L., Hutchings, M. and Ross, A. with Leathwood, C., Gilchrist, R. and Phillips, D. (2003) Higher education and social class. Issues of inclusion and exclusion.
    • Ball, S., Maguire, M. and Macrae, S. (2000) Choice, pathways and transitions post16 new youth, new economies in the global city. London: Routledgefalmer.
    • Bhavnani, K-K. (1993) Tracing the contours: feminist research and feminist objectivity. Women's studies international forum, 16(2) 95-104 Deneulin, S. and Hodgett, S. (2006) On the use of narratives for assessing development policy (online). Available at http://www.capabilityapproach.com/pubs/5_4_DeneulinHodgett.pdf Accessed 06/05/09.
    • Skeggs, B. (2004) Class, self, culture. London: Routledge.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article