Lifelong learning and social justice : communities, work and identities in a globalised world

著者

    • Jackson, Sue (Sue Barbara)

書誌事項

Lifelong learning and social justice : communities, work and identities in a globalised world

edited by Sue Jackson

NIACE, c2011

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注記

"Promoting adult learning."

Includes bibliographical references and index

内容説明・目次

内容説明

The current policy focus on lifelong learning ensures a gendered and class-based skills-driven agenda, with lifelong learners expected to become neo-liberal subjects rather than empowered members of communities. What complexities and challenges arise from attempts to align lifelong learning with social justice? What are the costs of a focus on learning which rests on economic imperatives? Lifelong learning is at the forefront of the educational arena, both nationally and internationally, although what it means is highly contestable. In recent times, lifelong learning has increasingly come to mean vocational education and training within a globalised knowledge economy. This important book, presenting UK and international dimensions, argues that there needs to be a sharp re-focus to an alignment of lifelong learning with social justice. Timely in its calls to turn the debate to social issues, this volume offers a valuable perspective encompassing sustainability and community; learning and work; and identities. With both a policy and practitioner focus, and an international aspect to each section, readers will find the book invaluable in broadening their understanding of the field, offering alternative ways of developing and enhancing learning opportunities through enhancing understandings of the intersections between lifelong learning and social justice.

目次

  • Introduction
  • Section 1: Sustaining communities
  • Introduction to Section 1
  • Chapter 1: Lifelong learning and environmental sustainability
  • Chapter 2: Literacy, lifelong learning and social inclusion: empowering learners to learn about equality and reconciliation through lived experiences
  • Chapter 3: Women, education and peace-building in Northern Ireland
  • Chapter 4: Community engagement and the idea of a 'good university'
  • Conclusion to Section 1
  • Section 2: Learning and working
  • Introduction to Section 2
  • Chapter 5: Welfare to work: training, benefits, un/employment and social justice
  • Chapter 6: Social justice, inclusion and lifelong learning in Scotland: the experiences of adult learners
  • Chapter 7: Learning to be a good citizen: informal learning through unpaid household work among recent Chinese immigrants in Canada
  • Conclusion to Section 2
  • Section 3: Identities
  • Introduction to Section 3
  • Chapter 8: Transformations: Lifelong learners in the era of globalisation
  • Chapter 9: Dialogical processes in adult learning: Teacher identity and professional development in New Zealand's low socioeconomic communities
  • Chapter 10: Challenging constructed learner identities: women's informal learning
  • Chapter 11: Love in a cold climate: mental illness, co-dependency and learning to write I love you
  • Conclusion to Section 3
  • Conclusion to the book

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