1 - 15
- Schach, Andreas.
- Berlin : Lit, c2013.
- Description
- Book — 384 p. ; 21 cm.
- Summary
-
- Facetten
- Krise : Risiko
- Krise : Übertreibungen
- Information, Wissen, Bildung
- Das reglementierte Subjekt
- Fortschritt und Fatalismus
- Wandel und Konstanten
- Sender und Empfänger
- Anspruch und Disparität
- Aufklärung : Erweiterung und Verlust
- Positionierung
- Literatur.
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
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Stacks | Request (opens in new tab) |
LC191 .S215 2013 | Unknown |
- Jarvis, Peter.
- London ; Dover, N.H. : Croom Helm, c1985.
- Description
- Book — 278 p. ;c22 cm.
- Online
SAL3 (off-campus storage)
SAL3 (off-campus storage) | Status |
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Stacks | Request (opens in new tab) |
LC5219 .J37 1985 | Available |
- Cape Town, South Africa : HSRC Press, 2009.
- Description
- Book — xxi, 378 p. ; 24 cm.
- Summary
-
- Challenging perspectives: Challenging dominant discourses - turning work and lifelong learning inside out, but what will we eat? research questions and priorities for work and learning, hard/soft, formal/informal, work/learning, making different equal? rifts and rupture in state and policy: the national qualifications framework in South Africa, "where can I find a conference on short courses?" critiquing structural inequalities, challenging donor agendas in adult and workplace education in timor-leste, university drop-out and researching work and (lifelong) learning, discourses of diversity and merit and exclusionary practices: barriers to entry and progression in the uk solicitors' profession, reflections on a decade of research on Canadian teachers' work and learning, migration and organizing: between periphery and centre, peripheralization, exploitation and lifelong learning in canadian guest worker programmes. Recognizing knowledges: Identity and occupation in the new economy: Learning in emotional labour and emotion work, recognising phronesis or practical wisdom in the recognition (assessment) of prior learning, learning indigenous knowledge systems, domestic workers and knowledge in everyday life, the gender order of knowledge - every-day life in a welfare state, urban mindset - rural realities: teaching on the edge. Exploring possibilities, creating change: Workers organizing/learning - learning democracy from north-south worker exchanges, the desire for something better: learning and organizing in the new world of work, offering a new perspective on the 'learning organization': a case study of a South African trade union, learning at work and in the union, learning, practice and democracy: exploring union learning, pedagogical innovations in higher education, critical friends sharing socio-cultural influences on personal and professional identity, towards effective partnerships in training community learning and development workers, insights from an environmental education research programme in South Africa.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
SAL3 (off-campus storage)
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Stacks | Request (opens in new tab) |
LC5225 .S64 L43 2009 | Available |
- Dordrecht ; New York : Springer, [2014]
- Description
- Book — xiv, 302 pages : ill. ; 25 cm.
- Summary
-
- Preface.- Acknowledgements.- Section 1: Promoting and recognising lifelong learning: Key concepts, practices and emerging and perennial problems.- Chapter 1: Promoting and recognising lifelong learning: Introduction
- Timo Halttunen and Mari Koivisto (University of Turku, Finland), and Stephen Billett (Griffith University, Australia).- Chapter 2 : Conceptualising lifelong learning and its recognition in contemporary times
- Stephen Billett (Griffith University, Australia.- Chapter 3: New skills for new jobs: Work agency as a necessary condition for successful lifelong learning
- Christian Harteis and Michael Goller (University of Paderborn, Germany).- Section 2: Promoting lifelong learning for economic, social and cultural purposes.- Chapter 4: Evaluating informal learning in the workplace
- Karen E. Watkins (The University of Georgia, USA), Victoria J. Marsick (Columbia University, USA) and Miren Fernandez de Alava (Autonomous University of Barcelona, Spain).- Chapter 5: Recognising learning and development in the transaction of personal work practices
- Raymond Smith (Griffith University, Australia).- Chapter 6: Understanding work-related learning: The role of job characteristics and the use of different sources of learning
- David Gijbels, Vincent Donche and Piet Van den Bossche (University of Antwerp, Belgium), and Ingrid Ilsbroux and Eva Sammels (University of Leuven, Belgium).- Chapter 7: Experiential learning: A new higher education requiring new pedagogic skills
- Anita Walsh (University of London, UK).- Chapter 8: How expertise is created in emerging professional fields: Tuire Palonen and Erno Lehtinen (University of Turku, Finland), and Henny P. A. Boshuizen (Open Universiteit in the Netherlands).- Chapter 9: Continuing education and training at work
- Sarojni Choy, Ray Smith and Ann Kelly (Griffith University, Australia).- Chapter 10: Lifelong learning policies and practices in Singapore: Tensions and challenges
- Helen Bound, Magdalene Lin and Peter Rushbrook (Institute for Adult Learning, Singapore).- Section 3: Recognising and certifying lifelong learning: Policies and practices.- Chapter 11: Professionalisation of supervisors and RPL
- Timo Halttunen and Mari Koivisto (University of Turku, Finland).- Chapter 12: Securing assessors' professionalism: Meeting assessor requirements for the purpose of performing high-quality (RPL) assessments
- Antoinette van Berkel (Amsterdam University of Applied Sciences, the Netherlands).- Chapter 13: Problems and possibilities in recognition of prior learning: A critical social theory perspective
- Fredrik Sandberg (Linkoping University, Sweden).- Chapter 14: Changing RPL & HRD discourses: practitioner perspectives
- Anne Murphy (Dublin Institute of Technology, Ireland), Oran Doherty (Letterkenny Institute of Technology, Ireland), and Kate Collins (University College Dublin, Ireland).- Chapter 15: French approaches to Accreditation of Prior Learning: practices and research
- Vanessa Remery (University of Geneva, Switzerland) and Vincent Merle (Conservatoire national des arts et metiers, CNAM, France).- Chapter 16: Recognising and certifying workers' knowledge: Policies, frameworks and practices in prospect: Perspectives from two countries
- Stephen Billett (Griffith University, Australia) and Helen Bound and Magdalene Lin (Institute for Adult Learning, Singapore).- Index.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LC5215 .P765 2014 | Unknown |
- Fejes, Andreas, 1977-
- New York, NY : Routledge, 2013.
- Description
- Book — 122 p. ; 24 cm.
- Summary
-
- 1. Introducing the Confessing Society
- 2. Reflection and Reflective Practices
- 3. Deliberation and Therapeutic Intervention
- 4. Lifelong Guidance
- 5. Medialised Parenting
- 6. Revisiting the Confessing Society.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LC5225 .S64 F45 2013 | Unknown |
- Paris : OECD, 2001.
- Description
- Book — 174 p. : ill. ; 23 cm.
- Online
SAL3 (off-campus storage)
SAL3 (off-campus storage) | Status |
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Stacks | Request (opens in new tab) |
LC5225 .F56 E36 2001 | Available |
- San Francisco : Jossey-Bass, 2010.
- Description
- Book — 100 p. ; 23 cm.
- Summary
-
- EDITORS' NOTES 1 Carole L. Lund, Scipio A. J. Colin, III 1. White Racist Ideology and the Myth of a Postracial Society 7 Scipio A. J. Colin, III This chapter describes and discusses white racism and white racist ideology and provides documentation of the prevalence of racism today. 2. The Nature of White Privilege in the Teaching and Training of Adults 15 Carole L. Lund White privilege contributes to personal and institutional racism
- this chapter provides an overview of the literature and cites examples from practice. 3. Racism and White Privilege in Adult Education Graduate Programs: Admissions, Retention, and Curricula 27 Lisa M. Baumgartner, Juanita Johnson-Bailey The chapter tracks and analyzes the very different educational experiences of two women, a person of color and a white person, at the same higher-education institution. 4. Whiteness at Work in Vocational Training in Australia 41 Sue Shore A research study on whiteness as racial identification is conducted and discussed with a vocational training class. 5. Working Against the Grain: White Privilege in Human Resource Development 53 Catherine H. Monaghan Human resource development professionals are individuals first and then are the trainers of management and the guardians of hiring practices
- they have the power to equalize the diversity within an institution. 6. Immigration, Racial Profiling, and White Privilege: Community-Based Challenges and Practices for Adult Educators 65 Luis J. Kong This chapter establishes the current understanding and practices of racial profiling and immigration and provides implications for education and organizations. 7. A Living Spiral of Understanding: Community-Based Adult Education 79 Melany Cueva This chapter establishes an art-centered criteria for delivering culturally grounded cancer education in Alaska. 8. The Intersections of White Privilege and Racism: Moving Forward 91 Scipio A. J. Colin, III, Carole L. Lund The themes and recommendations emerging from this volume are discussed as a continuation of the discussion of white privilege and racism. Index 95.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
SAL3 (off-campus storage)
SAL3 (off-campus storage) | Status |
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Stacks | Request (opens in new tab) |
LC212.5 .W45 2010 | Available |
9. Reconnection [electronic resource] : countering social exclusion through situated learning [2004]
- Dordrecht ; Boston : Kluwer Academic Publishers, 2004.
- Description
- Book — xii, 217 p. : ill.
- Edwards, Richard, 1956 July 2-
- London ; New York : Routledge, 1997.
- Description
- Book — x, 214 p. ; 24 cm.
- Summary
-
- Contents. Acknowledgements.
- 1. Introduction: Waiting for the Post?
- 2. Everything Must Change?
- 3. Boundaries, Field and Moorland.
- 4. Flexible Friends?
- 5. Professionals, Activists, Entrepreneurs.
- 6. The/A Learning Society? Bibliography. Index.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
Flexibility has become a central concept in much policy and academic debate. Individuals, organizations and societies are all required to become more flexible so that they can participate in the ongoing processes of change involved in lifelong learning. This book explores how the notion of a learning society has developed over recent years: the changes that have given rise to the requirement for flexibility, and the changed discourses and practices that have emerged in the education and training of adults. With the growth in interest in adults as learners, (primarily to support economic competitiveness), the closed field of adult education has now been displaced by a more open discourse of lifelong learning. This involves not only changing practices such as moving towards open and distance-based learning, but also changing workplace identities. Learning settings are therefore changing places in a number of senses: they are places in which people change; they are subject to change; and they are changing to include the home and workplace as well as more formal settings. This book takes an unusually critical standpoint: it challenges contemporary trends, explores the uncertainties and ambivalences of the processes of change, and is suggestive of different forms of engagement with them. It will prove an important text for policy makers, workplace trainers and those working in the field of adult, further and higher education. Richard Edwards is currently a Senior Lecturer in post compulsory education at the Open University.
(source: Nielsen Book Data)
- Online
SAL3 (off-campus storage)
SAL3 (off-campus storage) | Status |
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Stacks | Request (opens in new tab) |
LC5256 .G7 E34 1997 | Available |
11. Gender, masculinities and lifelong learning [2012]
- London ; New York : Routledge, 2012.
- Description
- Book — xi, 190 p. : ill ; 24 cm.
- Summary
-
- Section I: Concepts, Theories and Current Debates 1. Gender, masculinities and lifelong learning: entering the debate 2. Ideology, discourse and gender: a theoretical framework 3. Men and educational participation: is there a problem? Some findings from international surveys
- Section II: Changing Discourses and Images 4. 'Educating Jake': A genealogy of Maori masculinity 5. Images of men and learning: the impact of imperialism on settler masculinities and lifelong learning 6. Gender, masculinities and migrants' learning experiences 7. Men in United Kingdom adult and community education: the politics of practice and pedagogy
- Section III: Gender, Masculinities and learning in the Life Course 8. Troubling boys and boys-only classes as the solution to 'the problem of underachieving boys' 9. Learning about fatherhood for Men in 'at risk' Families 10. Men's sheds, community learning and public policy 11. Men's learning through community organisations: evidence from an Australian study 12. Older men's perspectives on (re-)entering post-compulsory education: insights from a Scottish study
- Section IV: Implications 13. Implications for practice, research and policy.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LC5225 .S64 G46 2012 | Unknown |
12. Learning, work and social responsibility : challenges for lifelong learning in a global age [2009]
- Evans, Karen, 1949-
- [Dordrecht] : Springer, ©2009.
- Description
- Book — 1 online resource (xv, 274 pages) : illustrations Digital: text file.PDF.
- Summary
-
- Learning for a Living: The Powerful, the Dispossessed and the Learning Revolution.- Taking Control?: Early Adult Life in Contrasting Social Landscapes.- Students Anticipating the Future.- Workers in Control of the Present?.- Living at the Margins and Finding Ways toWork.- Gender, Work and Learning.- Participation, Social Life and Politics.- Beyond Individualisation: Human Strivings for Control of Their Lives.- Systems and Societies in Transition: Challenging Inequalities, Choosing Inclusion.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Jarvis, Peter, 1937-
- London ; New York : Routledge, 2012.
- Description
- Book — 1 online resource (278 pages)
- Summary
-
- Introduction.
- Part 1 Sociological Perspectives 1 Sociological Introduction 2 Education and Social Change 3 Interpreting Adult and Continuing Education
- Part 2 A Sociology of Teaching and Learning Curriculum 4 The Two Educations 5 Aims, Objectives and Meeting Needs and Demands in Adult Education 6 The Content of the Curriculum 7 Teaching Methods and Learning 8 Examinations and Assessment
- Part 3 Adult and Continuing Education in the Context of Society 9 The Functions of Adult and Continuing Education 10 Alternative Approaches to the Education of Adults 11 Adult and Continuing Education and Social Policy
- Part 4 Adult and Continuing Education and Social Policy 12 The Organization of Adult and Continuing Education 13 Adult Participants in Education 14 Interaction Within the Organization 15 The Educator of Adults. Bibilography. Index.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Leicester, Mal.
- Bristol, PA : Society for Research into Higher Education : Open University Press, 1993.
- Description
- Book — 142 p.
- Summary
-
- Part 1 Antiracist continuing education - agent and model: continuing education as change agent - inreach and outreach
- conceptual clarification - "racism" and "antiracist education"
- conceptual clarification - "antiracist" continuing education
- practising what we preach - departmental change
- change agents and models - a UCACE survey revisited. Part 2 Continuing antiracist education - the university transformed: coming of age - the mature university
- outreach - antiracist access
- access and maintaining academic standards
- inreach - accessibility and the antiracist university
- higher education for all.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
SAL3 (off-campus storage)
SAL3 (off-campus storage) | Status |
---|---|
Stacks | Request (opens in new tab) |
LC5256 .G7 L39 1993 | Available |
- Edwards, Richard, 1956 July 2-
- London ; New York : Routledge, 1997.
- Description
- Book — 1 online resource (x, 214 pages) Digital: data file.
- Summary
-
- Contents. Acknowledgements.
- 1. Introduction: Waiting for the Post?
- 2. Everything Must Change?
- 3. Boundaries, Field and Moorland.
- 4. Flexible Friends?
- 5. Professionals, Activists, Entrepreneurs.
- 6. The/A Learning Society? Bibliography. Index.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
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