ABSTRACT
This chapter reflects on the use of mind diagrams to uncover the views of mature adult students about their experiences of Access to Higher Education (AHE) courses in England and the social injustices their experiences often revealed. The students in the study were frequently economically marginalised and usually poorly qualified formally, but often wished to gain entry to university to pursue professional careers. Students’ substantive views on their educational experiences were collected mainly through three group interviews during one academic year in seven Further Education colleges in the Midlands of England, supplemented by two questionnaires to all AHE students in the colleges, and individual interviews with their tutors. Some students were also asked to draw mind diagrams to represent their individual developments as learners before the spring and summer group interviews. The chapter reflects on the interesting insights the diagrams presented as well as on how people can be helped to make their voices heard when they are marginalised in society. It also reflects on the importance of researchers’ duty of care for participants, a different ethical dimension from the utilitarian model often promoted by university Ethical Review Boards.
