Residential provision has usually been seen as a peripheral aspect of university adult education, meriting little comment in annual reports and articles. Yet, the existence of a developing philosophy of residential work reveals it to be a format capable of its own momentum both within and without the university system. This article places the residential experience centre-stage and examines it as a medium for the teaching of archaeology and local history – two subject areas whose interest communities began to be served by formal university provision from the mid-1940s. The long-term residential colleges are referred to only for their contribution to a philosophy of residence.
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