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Lifelong Learning and Social Justice

Lifelong Learning and Social Justice

Communities, Work and Identities in a Globalised World

Sue Jackson

978-1-86201-454-1
June 2011
£24.95
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About This Publication

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.

About the editor
Sue Jackson is Professor of Lifelong Learning and Gender, Pro-Vice Master for Learning and Teaching, and Director of the Birkbeck Institute for Lifelong Learning.

Contents

Introduction (Sue Jackson)

Section 1: Sustaining communities
Introduction to Section 1 (Sue Jackson)
Chapter 1: Lifelong learning and environmental sustainability (John Blewitt)
Chapter 2: Literacy, lifelong learning and social inclusion: empowering learners to learn about equality and reconciliation through lived experiences (Rob Mark, Queens University Belfast)
Chapter 3: Women, education and peace-building in Northern Ireland (Paul Nolan, Queens University Belfast)
Chapter 4: Community engagement and the idea of a 'good university' (Sue Webb, Monash University)
Conclusion to Section 1

Section 2: Learning and working
Introduction to Section 2 (Sue Jackson)
Chapter 5: Welfare to work: training, benefits, un/employment and social justice (Jacky Brine, University of West of England)
Chapter 6: Social justice, inclusion and lifelong learning in Scotland: the experiences of adult learners (Elisabet Weedon and Sheila Riddell)
Chapter 7: Learning to be a good citizen: informal learning through unpaid household work among recent Chinese immigrants in Canada (Lichun Willa Lui, University of Toronto)
Conclusion to Section 2 (Sue Jackson)

Section 3: Identities
Introduction to Section 3 (Sue Jackson)
Chapter 8: Transformations: Lifelong learners in the era of globalisation (Nataly Tcherepashenets with Lisa Snyder, State University of New York)
Chapter 9: Dialogical processes in adult learning: Teacher identity and professional development in New Zealand’s low socioeconomic communities (Vicki M Carpenter, University of Auckland)
Chapter 10: Challenging constructed learner identities: women’s informal learning (Helen Aberton, University of Melbourne)
Chapter 11: Love in a cold climate: mental illness, co-dependency and learning to write I love you (Olive Sagan, University of the Arts
Conclusion to Section 3 (Sue Jackson)

Conclusion to th book (Sue Jackson)