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Sökning: WFRF:(Merrill J) > Samlingsverk (redaktörskap)

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1.
  • Continuity and Discontinuity in Learning Careers Potentials for a Learning Space in a Changing World Series: Research on the Education and Learning of Adults, Volume: 6
  • 2018
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.
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2.
  • Exploring Learning Contexts: Implications for Access, Learning Careers and Identities
  • 2019
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • The concept of learning contexts is underpinned by different theoretical approaches and is open to a range of meanings in adult education. On the one hand, we can think about learning contexts as a phenomenon distributed across the social order of educational institutions, the workplace, home or community: they are embedded in practices. On the other hand, the learning context can be seen as an outcome of activity or a set of practices itself. At another level it is important to consider that the notion of lifewide learning and the distinction between formal/non-formal/informal learning are not universally accepted. Different scholars have warned that if the whole of life becomes “pedagogised" many aspects belonging to the private sphere are at risk of being exposed to external scrutiny, evaluation and intervention with related issues of power and control. This raises questions of: What is specific to a learning context which is not to be found in other contexts? And who names these contexts as learning contexts? This book offers different perspectives to face these questions. Developed from the ESREA Access, Learning Careers and Identities Network, the book provides contributions from Europe, Australia, Canada and India with a scholarly attempt to answers to these complex questions.
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