Reconceptualising Lifelong Learning

Reconceptualising Lifelong Learning

Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning.

Author: Sue Jackson

Publisher: Routledge

ISBN: 9781134184699

Category: Education

Page: 248

View: 664

Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained. The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles. Organised in four sections the book looks at: reclaiming - it draws on feminist and post-structural conceptual frameworks to create a critical analysis of the current 'field' of lifelong learning retelling - it tells the tales of different multi-positions in lifelong learning revisioning - it moves from narrative to analysis and the authors present their revisioning of learning which provide the tools to reconceptualise the field of lifelong learning reconstructing - it furthers the discussion to outline new approaches to and practices in lifelong learning.
Categories: Education

Reconceptualising Lifelong Learning

Reconceptualising Lifelong Learning

Opening up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts, the authors broaden what counts as learning and who counts as a learner, offering ...

Author: Sue Barbara Jackson

Publisher:

ISBN: 0415376149

Category: Continuing education

Page:

View: 229

Categories: Continuing education

Reconceptualising Lifelong Learning

Reconceptualising Lifelong Learning

Reconceptualising. Lifelong. Learning. Concepts of lifelong learning are crucial to the formation of policy and practice in the UK, Europe and globally. However, although taken as given, such concepts and definitions are highly ...

Author: Sue Jackson

Publisher: Routledge

ISBN: 9781134184705

Category: Education

Page: 248

View: 489

Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained. The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles. Organised in four sections the book looks at: reclaiming - it draws on feminist and post-structural conceptual frameworks to create a critical analysis of the current 'field' of lifelong learning retelling - it tells the tales of different multi-positions in lifelong learning revisioning - it moves from narrative to analysis and the authors present their revisioning of learning which provide the tools to reconceptualise the field of lifelong learning reconstructing - it furthers the discussion to outline new approaches to and practices in lifelong learning.
Categories: Education

Innovations in Lifelong Learning

Innovations in Lifelong Learning

It links these with themes on diversity, social justice and economic and global development so as to negotiate and re-negotiate the constant importance of innovation with employers, learners and educational institutions.

Author: Sue Jackson

Publisher:

ISBN: 0415548799

Category: Education

Page: 259

View: 401

This book opens up ways to engage critically with what counts as innovatory practice in lifelong learning today, locating its discussion of innovations in lifelong learning within an international and comparative framework. Innovations in Lifelong Learning engages first-hand with issues and concerns from around the globe, offering an international perspective on current trends through its range of contributions from across the UK, Australia, New Zealand and the US. The broad focus allows for diverse information on the nature of these changes to come together under an assortment of empirical, theoretical and methodological approaches. It links these with themes on diversity, social justice and economic and global development so as to negotiate and re-negotiate the constant importance of innovation with employers, learners and educational institutions. All those working in the broad arena of lifelong learning will benefit from this comprehensive examination of current debates in the field, including policy-makers, researchers, teachers, lecturers, educational managers and employers engaged with work-based learning.
Categories: Education

Reconceptualising Feedback in Higher Education

Reconceptualising Feedback in Higher Education

... skills and dispositions required to support lifelong learning activities. At the heart of sustainable assessment is the notion of students asactive consumers of assessment information, using it to self-regulate their ownperformance.

Author: Stephen Merry

Publisher: Routledge

ISBN: 9781134067626

Category: Education

Page: 240

View: 642

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: • analyses the current issues in feedback practice and their implications for student learning. • identifies the key characteristics of effective feedback practices • explores the changes needed to feedback practice and how they can be brought about • illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.
Categories: Education

Reconceptualising Learning in the Digital Age

Reconceptualising Learning in the Digital Age

... it can be seen in the use of the word 'learner' instead of 'student' or 'pupil'; it is manifest in the transformation of adult education into adult learning, and in the replacement of 'permanent education' by 'lifelong learning'.

Author: Allison Littlejohn

Publisher: Springer

ISBN: 9789811088933

Category: Education

Page: 108

View: 587

This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
Categories: Education

Reconceptualising Professional Learning

Reconceptualising Professional Learning

Berry, A., Clemans, A. and Kostogriz, A. (2006) Dimensions of Professional Learning: Professionalism, ... Edwards, R. (2010) 'The end of lifelong learning: A post-human condition', Studies in the Education ofAdults, 42: 5–17.

Author: Tara Fenwick

Publisher: Routledge

ISBN: 9781317802372

Category: Education

Page: 232

View: 210

This book presents leading-edge perspectives and methodologies to address emerging issues of concern for professional learning in contemporary society. The conditions for professional practice and learning are changing dramatically in the wake of globalization, new modes of knowledge production, new regulatory regimes, and increased economic-political pressures. In the wake of this, a number of challenges for learning emerge: more practitioners become involved in interprofessional collaboration developments in new technologies and virtual workworlds emergence of transnational knowledge cultures and interrelated circuits of knowledge. The space and time relations in which professional practice and learning are embedded are becoming more complex, as are the epistemic underpinnings of professional work. Together these shifts bring about intersections of professional knowledge and responsibilities that call for new conceptions of professional knowing. Exploring what the authors call sociomaterial perspectives on professional learning they argue that theories that trace not just the social but also the material aspects of practice – such as tools, technologies, texts but also bodies and actions - are useful for coming to terms with the challenges described above. Reconceptualising Professional Learning develops these issues through specific contemporary cases focused on one of the book’s three main themes: (1) professionals’ knowing in practice, (2) professionals’ work arrangements and technologies, or (3) professional responsibility. Each chapter draws upon innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, Italy, Norway, Sweden, and the USA as well as the UK and their cases are based in a range of professional settings including medicine, teaching, nursing, engineering, social services, the creative industries, and more. By presenting detailed accounts of these themes from a sociomaterial perspective, the book opens new questions and methodological approaches. These can help make more visible what is often invisible in today’s messy dynamics of professional learning, and point to new ways of configuring educational support and policy for professionals.
Categories: Education

Innovations in Lifelong Learning

Innovations in Lifelong Learning

Her recent books include Reconceptualising Lifelong Learning: Feminist Perspectives (with Penny Burke) and Gendered Choices: Learning, Work, Identities in Lifelong Learning (forthcoming, with Irene Malcolm and Kate Thomas).

Author: Sue Jackson

Publisher: Routledge

ISBN: 9781136846915

Category: Education

Page: 260

View: 268

This book opens up ways to engage critically with what counts as innovatory practice in lifelong learning today, locating its discussion of innovations in lifelong learning within an international and comparative framework. Innovations in Lifelong Learning engages first hand with issues and concerns from around the globe, offering an international perspective on current trends through its range of contributions from across the UK, Australia, New Zealand and the US. The broad focus allows for diverse information on the nature of these changes to come together under an assortment of empirical, theoretical and methodological approaches. The book takes three key elements of lifelong learning: learning communities participation and non-participation work-based learning and learning through work. It links these with themes on diversity, social justice and economic and global development so as to negotiate and re-negotiate the constant importance of innovation with employers, learners and educational institutions. All those working in the broad arena of lifelong learning will benefit from this comprehensive examination of current debates in the field, including policy-makers, researchers, teachers, lecturers, educational managers and employers engaged with work-based learning.
Categories: Education

Lifelong Learning as Critical Action

Lifelong Learning as Critical Action

Reconceptualising lifelong learning: Feminist inter- ventions. New York: Routledge. Burroway, J. (2013, February 19). Uganda's anti-homosexuality bill rises to top of Parliament's “business to follow.” Box Turtle Bulletin.

Author: André P. Grace

Publisher: Canadian Scholars’ Press

ISBN: 9781551305462

Category: Continuing education

Page: 298

View: 644

In this era of economic uncertainty, there has been renewed interest in the benefits of adult and higher education for economic and professional gain. André P. Grace questions this perspective and advocates for a holistic view that also incorporates the social, cultural, and personal benefits of learning as a lifelong pursuit. A detailed and thoughtful critique of the e ects of neoliberalism and globalization on adult and higher education, this book examines the quality of lifelong learning in historical and contemporary contexts, with an emphasis on multivariate learner populations and education as a platform for social engagement, ethics, and justice. Weaving together academic analysis and first-person reflections, the author addresses the diverse needs of learners from Canada and around the world in a variety of social and economic situations. An essential text for anyone interested in the development of lifelong-learning policy and practice, Lifelong Learning as Critical Action is a call to action that challenges readers to engage with lifelong learning as a critical, democratic, and inclusive process.
Categories: Continuing education

Transnational Migration and Lifelong Learning

Transnational Migration and Lifelong Learning

BURKE, P.J. and JACKSON, S. (2007) Reconceptualising Lifelong Learning: Feminist interventions (London: Routledge). BUTLER, K.D. (2001) Defining diaspora, refining a discourse. Diaspora: A Journal of Transnational Studies, 10, 189–219.

Author: Shibao Guo

Publisher: Routledge

ISBN: 9781135760113

Category: Education

Page: 160

View: 146

Economic globalization, modern transportation, and advanced communication technologies have greatly enhanced the mobility of people across national boundaries. The resulting demographic, social, and cultural changes create new opportunities for development as well as new challenges for lifelong learning. Transnational Migration and Lifelong Learning examines the changing nature of lifelong learning in the current age of transnational migration. The book brings together international scholars from a range of countries in a dialogue about the relationship between work, learning, mobility, knowledge, and citizenship in the context of globalization and migration. It covers a wide range of topics, including: global perspectives and analyses of migration; the impact of migration on lifelong learning; processes of exclusion and inclusion in lifelong learning; the tension between mobility, knowledge, and recognition; and transnationalism, learning communities, and citizenship. This book was originally published as a special issue of the International Journal of Lifelong Education.
Categories: Education

Second International Handbook of Lifelong Learning

Second International Handbook of Lifelong Learning

Reconceptualising lifelong learning: Feminist interventions. Abingdon: Routledge. James, K. (2004). Winning hearts and minds: How to promote health and well-being through participation in adult learning. Leicester: National Institute of ...

Author: David N. Aspin

Publisher: Springer Science & Business Media

ISBN: 9789400723597

Category: Education

Page: 958

View: 324

The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.
Categories: Education

Gender Masculinities and Lifelong Learning

Gender  Masculinities and Lifelong Learning

Chapter 12 draws on longitudinal research in Scotland which evaluated the learning experiences of older-adult ... Burke, P.J. and Jackson, S. (2007) Reconceptualising Lifelong Learning: Feminist interventions, Abingdon: Routledge.

Author: Marion Bowl

Publisher: Routledge

ISBN: 9781136294747

Category: Education

Page: 208

View: 848

Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged? Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: The impact of colonisation on the gendering of education and lifelong learning International surveys on men, women and educational participation Gender, masculinities and migrants’ learning experiences Boys-only classes as a response to ‘the problem of underachieving boys’ Men’s perspectives on learning to become parents Community learning, gender and public policy Older men’s perspectives on (re-)entering post-compulsory education The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning. Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.
Categories: Education

Challenges and Inequalities in Lifelong Learning and Social Justice

Challenges and Inequalities in Lifelong Learning and Social Justice

Mojab and Carpenter demonstrate that learning is a complex mediation of social experience, struggle and meaning-making ... BURKE, P. and JACKSON, S. (2007) Reconceptualising Lifelong Learning: Feminist interventions (London: Routledge).

Author: Susan Jackson

Publisher: Routledge

ISBN: 9781317849834

Category: Education

Page: 144

View: 845

The connections and interactions of lifelong learning and social justice are complex and contested. Both are seen as a means to unconditional good, with little account taken of the inequalities and equalities located in constructions of power. This book develops critical ways to engage with international debates about lifelong learning and social justice through a range of competing and contested definitions, setting out some of the complexities and challenges of linking the two concepts. In particular, it engages in debates about the equalities and inequalities of learner identities, displacement and place. Its chapters consider those marginalised in complex and multiple ways, including gender, social class, ethnicity, age and migration. This book was originally published as a special issue of the International Journal of Lifelong Education.
Categories: Education

Inquiry into the Future of Lifelong Learning in the UK

Inquiry into the Future of Lifelong Learning in the UK

authoritative argument for reforming and reinstating the notion of lifelong learning as a fundamental human right ... BURKE, P.J. and JACKSON, S. (2007) Reconceptualising Lifelong Learning: Feminist interventions (London: Routledge).

Author: Peter Jarvis

Publisher: Routledge

ISBN: 9781317978466

Category: Education

Page: 120

View: 778

This volume offers a comprehensive international response to the National Institute of Adult Continuing Education (NIACE)’s inquiry into the future of lifelong learning in the UK. The book focuses upon some of the main themes of the inquiry, and analyses them from very broad perspectives undertaken by some of the world’s leading scholars. It provides an excellent introduction to significant debates about lifelong learning such as ecology, migration, morality, happiness and poverty. Each chapter raises issues of policy and practice, with clear areas of discussion, thus assisting readers in truly engaging with the issues. The final chapter contains a response by Tom Schuller, one of the NIACE’s inquiry authors. This book is essential reading for students of lifelong learning, especially educational policy makers. This book was originally published as a special issue of the International Journal of Lifelong Education.
Categories: Education

2nd International Conference on Lifelong Education and Leadership for ALL ICLEL 2016

2nd International Conference on Lifelong Education and Leadership for ALL ICLEL 2016

Locating lifelong learning and education in contemporary currents of thought and culture.In D. Aspin, J. Chapman, M. Hatton, & Y. Sawano (Eds.), ... Reconceptualising lifelong learning: Feminist interventions. London: Routledge.

Author: Prof. Dr. Osman TITREK

Publisher: Prof. Dr. Osman Titrek, Ilze Mikelsone, Linda Pavitola, Gözde Sezen Gültekin

ISBN: 9786056649516

Category: Business & Economics

Page: 1038

View: 929

All rights reserved by ICLEL Conferences
Categories: Business & Economics

Adult Learning and Education

Adult Learning and Education

Policies for lifelong learning have tended to concentrate on learning in and for working life. Yet, particularly when compared with the innovations of ... Reconceptualising Lifelong Learning: Feminist Interventions. London: Routledge.

Author: Kjell Rubenson

Publisher: Academic Press

ISBN: 9780123814906

Category: Education

Page: 326

View: 309

As individuals and societies try to respond to fundamental economic and social transformation, the field of adult learning and education is rapidly getting increased attention and new topics for research on adult learning have emerged. This collection of articles from the International Encyclopedia of Education 3e offers practitioners and researchers in the area of adult learning and education a comprehensive summary of main developments in the field. The 45 articles provide insight into the historical development of the field, its conceptual controversies, domains and provision, perspectives on adult learning, instruction and program planning, outcomes, relationship to economy and society and its status as a field of scholarly study and practice. Saves researchers time in summarizing in one place what is otherwise an interdisciplinary field in cognitive psychology, personality, sociology, and education Level of presentation focuses on critical research, leaving out the extraneous and focusing on need-to-know information Contains contributions from top international researchers in the field Makes MRW content affordable to individual researchers
Categories: Education

Learning and Cognition in Education

Learning and Cognition in Education

Policies for lifelong learning have tended to concentrate on learning in and for working life. Yet, particularly when compared with the innovations of ... Reconceptualising Lifelong Learning: Feminist Interventions. London: Routledge.

Author: Vibeke Grøver Aukrust

Publisher: Elsevier

ISBN: 9780123814388

Category: Education

Page: 272

View: 943

This collection of 58 articles from the recently-published third edition of the INTERNATIONAL ENCYCLOPEDIA OF EDUCATION focus on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization, etc. Most books in the area either focus on one subtopic in-depth (e.g. an entire book on memory) or cover the gamut of subjects in a series of long, technical handbook-like chapters. This concise reference offers researchers and professors teaching in the area a new take on the material that is comprehensive in breadth, but lighter in depth - focusing on main findings, established facts, and minimizing the amount of space taken up by large, multi-volume references. An introduction to a complex field via summaries of main topics in this discipline Contains contributions from the foremost international researchers in the field Makes content available to individual cognitive psychology researchers
Categories: Education

International Perspectives on Older Adult Education

International Perspectives on Older Adult Education

Fourth Age Learning Since learning is a human process that should also be directed towards frail older persons and informal carers. ... Reconceptualising lifelong learning: Feminist interventions. London: Routledge. Formosa, M. (2000).

Author: Brian Findsen

Publisher: Springer

ISBN: 9783319249391

Category: Education

Page: 519

View: 390

This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders’ conceptualisations and critique of this emerging sub-field of lifelong learning and adult education. International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised by a thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education. The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and “success stories” of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe. Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand. Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).
Categories: Education

Handbook of Qualitative Research in Education

Handbook of Qualitative Research in Education

Jackson, S. & Burke, P.J. (2007) Reconceptualising Lifelong Learning: Feminist Interventions. Abingdon/New York: Routledge. Jauhiainen, A. & Alho-Malmelin, M. (2004) Education as a religion in the learning society.

Author: Michael R.M. Ward

Publisher: Edward Elgar Publishing

ISBN: 9781788977159

Category: Education

Page: 552

View: 493

This updated second edition unpacks the discussions surrounding the finest qualitative methods used in contemporary educational research. Bringing together scholars from around the world, this Handbook offers sophisticated insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research.
Categories: Education