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Remaking Adult Learning
Specific chapters address issues such as adult learning provision in an ageing society, learning organisations, literacy and numeracy, family learning, participation and achievement, among others. --
Lifelong Learning
Naomi Sargant (1933-2006) was a television executive, educator, consultant and writer. This volume of her writing raises themes as relevant and challenging today as when she first wrote them. The rights of women to educational opportunity and recognition; the challenges posed by the digital divide; the importance of recognising what learners have in common, and what separate needs must be addressed if they are to benefit from opportunities to learn - on each she locates her argument in a specific time and policy context, but the principles she articulates are universal.
Adult Learning and Social Change in the UK
Cover -- Contents -- List of Tables -- Contributors -- Preface -- Acknowledgements -- Series Foreword -- 1 Being part of the social change: adult education and lessons from history Sharon Clancy -- 2 Radical adult education practitioners in the UK: the International League for Social Commitment in Adult Education 1984-94 Alan Tuckett -- 3 Adult learning and social justice: health, well-being and the inequalities of power Lyn Tett -- 4 Learning English in a hostile environment: a study of volunteer ESOL teachers of refugees and asylum seekers in the UK Lauren Bouttell -- 5 A refugee third sector learning ecology for social change: 'covert activism' Mary-Rose Puttick -- 6 Discussion groups wit...
The Working Men's College and the Tradition of Adult Education
The Working Men’s College (WMC) is the UK’s oldest continuously running adult education institution, and a very distinctive example of the British adult education tradition. This volume brings the history of the WMC up to date, following the 1954 centenary history by JFC Harrison. Contributions from a range of professional educators explore topics such as the philosophy of the College, the issue of women’s entry, college governance and the notion of community as it applies to changes in the composition of the student body. Additional features include a chapter on the architectural history of the College; an interview with Satnam Gill as the key figure who drove through crucial change at a time when the College might have died; a chapter from the latest member of a family which has been closely involved with the College over four generations; and a range of personal contributions from tutors and students from the past six decades. This book will be of interest to historians of the nineteenth and twentieth centuries, all those in UK adult education, along with local Camden/London community and political groups and the WMC’s extensive family of former students and tutors.
Adult Education and Social Justice: International Perspectives
This book investigates the ways in which the social purposes of adult education are (re)interpreted over time, and between the global south and global north. It brings together thirty-seven authors from fourteen countries with extensive experience as academics and/or practitioners in the field. The book is inspired by the work and life of Lalage Bown, a leading proponent of post-colonial and inclusive visions of education for all. Over her long life she worked tirelessly to promote access to basic and higher education for people of all ages and backgrounds: with a deep commitment to striving for greater equality for women. Following an Introduction, the book is structured around four main themes: Adult Education and Social Justice; Decolonisation, Post-Colonialism and Indigenous Knowledge; From Literacy to Lifelong Learning; and, Fostering Excellence, Policy Development and Supporting Future Generation of Adult Educators. The book concludes with reflections on Lalage Bown’s Enduring Legacy.
Adult Education
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New Labour's New Educational Agenda: Issues and Policies for Education and Training at 14+
This work discusses and analyzes New Labour's emerging policies in the area of 14+ education and training. The authors present an account of developments in the area of post-compulsory education and training in the workplace and outline the challenges to be faced in the next decade.
