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How Canadians Communicate III
What does Canadian popular culture say about the construction and negotiation of Canadian national identity? This third volume of How Canadians Communicate describes the negotiation of popular culture across terrains where national identity is built by producers and audiences, government and industry, history and geography, ethnicities and citizenships. Canada does indeed have a popular culture distinct from other nations. How Canadians Communicate III gathers the country's most inquisitive experts on Canadian popular culture to prove its thesis.
Contested Classrooms
Education has become a battlefield, the classroom the arena where the contest is fought. The 1997 Ontario teachers' strike, the federal government's Millennium Scholarship, and a wave of protests across the country are among the signals that the war is heating up. Alberta stands as a Canadian model of radical education reform, propelled by economic necessity. But is all reform necessarily right or good?-and who decides? A range of commentators-teachers, scholars, parents, and others-discuss the conflict in Alberta's schools.
LEARNING WITH ADULTS
This book is written at a time when our own field of adult education is under assault from a variety of capitalist and neoconservative forces pressuring us... to turn away from the causes of criticality, lifelong learning, and education for freedom. Rather than succumb to these pressures, we have hope that our long term goals of education for life and living can and will be accomplished alongside professional and vocational education. This book offers new insight into what is a very dark moment of our human civilization. From the preface by Dr Carlos Alberto Torres, Professor, GSEIS, Director, Paulo Freire Institute, University of California at Los Angeles The book offers decidedly critical ...
Valences of Interdisciplinarity
A collection of essays on interdisciplinary theory, research, and teaching.
The Modern Practice of Adult Education
Examining his own struggle to escape the confines of modernist thought, Briton (education policy, U. of Alberta) challenges the dominant de-politicized vision of adult education, questioning the modernist tenets and moral integrity of its contemporary practice. He favors commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, an ethical attitude over formulaic prescriptions for practice, and inter- disciplinary over internal sources to substantiate its claims. Annotation copyright by Book News, Inc., Portland, OR
Reasonable Radical?
One of the most interesting voices in the Academy and the Church today is Martyn Percy. Percy, the Dean of Christ Church Oxford and a leading voice in the Anglican Communion, is both theologically orthodox, yet deeply unconventional. While remaining engaged in the scholarly community, Percy writes with clarity and passion on topics that range from ecclesiology to music, from sexuality to the Trinity, from advertising to ministerial training—he is a polymath. This book is two books in one. The first half contains a series of articles (written both by church leaders and academics) that serve as substantial, critical introductions to Percy’s thought. In the second half, the reader gets to hear from Percy himself in a collection of wide-ranging material from his corpus. While producing a dialectical engagement of some depth (as Percy offers written responses to his interlocutors), this volume should prove useful for a variety of communities beyond academic circles, especially ones engaged with contemporary issues facing ecclesiology, churches, and the wider Anglican Communion.
Learning Desire
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Epistemologies and Ethics in Adult Education and Lifelong Learning
This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.
In Defense of the Lifeworld
Offers a radical rethinking of the meaning of work and learning in all domains of adult life: a "best of adult education" reader.
