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The Palgrave international handbook on adult and lifelong education and learning

Author: Marcella Milana; Sue Webb; John Holford; Richard Waller; Peter Jarvis
Publisher: London : Palgrave Macmillan, [2018]
Series: Palgrave Handbooks
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the  Read more...
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Genre/Form: Electronic books
Handbooks and manuals
Handbooks, manuals, etc
Additional Physical Format: Print version:
Palgrave international handbook on adult and lifelong education and learning.
London : Palgrave Macmillan, [2018]
(OCoLC)972803777
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Marcella Milana; Sue Webb; John Holford; Richard Waller; Peter Jarvis
ISBN: 9781137557834 1137557834
OCLC Number: 1006472012
Description: 1 online resource (xvi, 1061 pages) : illustrations
Contents: Contents; About the Editors; List of Figures; List of Tables --
1. Introduction to the Handbook; Handbook Overview; How to Use This Handbook; References; Thinking and Rethinking the Field; Introduction --
2. Contemporary Adult and Lifelong Education and Learning: An Epistemological Analysis; Abstract; Introduction; The Epistemological Framework; Disciplinary Epistemology; Constructivist Epistemology; Emancipatory Epistemology; Instrumental Epistemology; The Epistemologies in Context. Critique of Instrumentalism in Adult and Lifelong Education and Learning; A New Epistemology?; References --
3. Exercising Clarity with Transformative Learning Theory; Abstract; Background; The Evolution from a Theory to a Metatheory; Transformative Learning as a Metatheory: Definition and Criteria; The Development of a Conceptual Tool; Worldview; Self; Epistemology; Ontology; Behaviour; Capacity; The Typology as a Conceptual Tool; Using the Typology: An Example; Conclusion; References. 4. Critical Adult Education Theory: Traditions and Influence; Abstract; Introduction; Marxism and Critical Theory; Critical Pedagogy; Critique as Critical Adult Education Theory; Conclusion; References --
5. From Radical Adult Education to Social Movement Learning; Abstract; Social Movements Today; The Politics of the Old and New in Social Movement Theory and Practice; The Limits of the Old and the New in Social Movement Theory and Practice; Moving Forward from the Old and the New in Social Movement Theory and Research. Key Challenges for Social Movement Learning Research; References --
6. Adult Learning and Communicative Rationality; Abstract; Introduction; Learning and Education; Learning and Life; Learning and Communicative Action; The Critical Potential of Experience; Conclusion; References --
7. Adult Education and the 'Learning' Turn; Abstract; Introduction; From Adult Education Towards a Lifelong Learning Order; Understanding Educational Change; Analytic Borderlands; Researching Contexts; Spaces of Governing. Remaking TAFE as VET; 'Lifelong Learning': Transdiscursive Entanglements; Travelling Ideas; 'Adult Education': Multicultural Entanglements; Remaking Educational Knowledge; Remaking Educational Governance; 'Lifelong Education': Diachronic Entanglements; Disturbing Work; Re-imagining Knowledge-Based Regulation; Towards Sustainable Lifelong Education; References --
8. Limit Situations. Adult Education and Critical Awareness Raising; Abstract; Introduction; Reading the Wor(l)d; Paradoxes of Emancipation; The Rise of Neo-Liberal and Neo-Managerialist Discourses; Interrupting the Senses; Education for Critical Awareness Reconsidered; In Conclusion: The Future of Commitment in Adult Education; References. 9. Revisiting Paulo Freire: Adult Education for Emancipation --
10. Learning and Experience: A Psycho-Societal Approach --
11. Complexity, Adult Biographies and Co-operative Transformation --
Conceptual Sites. 12. Economics and the Political Economy of Adult Education --
13. The Critical Turn in Human Resources Development --
14. Learning and Identity Development at Work --
15. Lifelong Learning as an Emancipation Process: A Capability Approach --
16. Knowledge Production as Organisational Learning: The Case of Danish Universities. Part II. Scale and Movement. Introduction --
Global. 17. Assembling Literacy as Global: The Danger of a Single Story --
18. Conceptualizing Participation in Adult Learning and Education: Equity Issues --
19. Participation in Adult Literacy Programmes and Social Injustices --
20. Lifelong Learning Policy Discourses of International Organisations Since 2000: A Kaleidoscope or Merely Fragments? --
21. Transformative Sustainability Education: From Sustainababble to a Civilization Leap --
22. Research Patterns in Comparative and Global Policy Studies on Adult Education --
Regional. 23. Latin America: Adult and Popular Education in Dialogue --
24. Europe: Comparing Lifelong Learning Systems --
25. The Mediterranean: Adult Education Landmarks --
26. The Southern African Development Community: Challenges and Prospects in Lifelong Learning --
National. 27. Argentina: The Debate Between Lifelong and Popular Education in Adult Education --
28. Ghana: The Life and Death of Adult Education and Implications for Current Policy --
29. Palestine: Philosophical and Methodological Dilemmas for Adult Education --
30. China: Adult Education and Learning from Mao to Now --
31. Singapore: Trends and Directions in Lifelong Learning --
32. Timor-Leste: Adult Literacy, Popular Education and Post-conflict Peacebuilding --
Transience. 33. Transnational Migration, Everyday Pedagogies and Cultural Destabilization --
34. Researching Transnational Migration and Lifelong Learning --
35. Reconfiguring the Learning Space: Skilled Immigrants in Canada --
36. Non-permanent Workers and Their Learning in a Developmental State --
37. The Global Spread of the Nordic Folk High School Idea. Part III. Contexts, People and Practices. Introduction --
Organisations. 38. Adult Education Learned Societies: Professionalism and Publications --
39. Adult Education Research: Publication Strategies and Collegial Recognition --
40. Popular Universities: Their Hidden Functions and Contributions --
41. The Ideals and Practices of Citizenship in Nordic Study Circles --
42. South African University Engagement: Lifelong Learning and 'Socially Robust' Knowledge --
Learners. 43. Learning in Later Adulthood: A Critical Perspective --
44. Lifelong Learning for Older Adults: Culture and Confucianism --
45. Disabilities and Adult and Lifelong Education --
46. Queering Transformative Learning: The Unfolding of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Ally Lives --
47. Technologies, Objects and Artifacts. Technologies for Adult and Lifelong Education --
48. The Mainstreaming Of Massive Open Online Courses (MOOCs) --
49. Lifelong Learning for Africa's Older Adults: The Role Of Open Educational Resources and Indigenous Learning --
50. Popular Culture, Adult Learning, and Identity Development --
51. Popular Fictions as Critical Adult Education --
52. Creativity, the Arts, and Transformative Learning.
Series Title: Palgrave Handbooks
Responsibility: Marcella Milana, Sue Webb, John Holford, Richard Waller, Peter Jarvis.

Abstract:

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.

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