Bøger i Lifelong Learning Book Series serien

This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences.

In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners.

Active citizenship is an objective of schooling in an increasingly complex context, in which social cohesion of the multicultural society is a cause for growing societal concern.

In a world where being a 'professional' is an increasingly indistinct notion under siege from scholars and educated laypeople, this interdisciplinary volume advocates the metaphor of 'becoming' as an lifelong process of forming one's professional identity.

At times women whose voices are heard, because they have been able to go to university or have been leaders in the feminist movement, speak for all of the other women who have not been able to get a formal education, without asking us what it is we really want or think.

Gendered Choices addresses issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century. The text highlights how gendered choices are central to participation in and experiences of lifelong learning.

Gendered Choices addresses issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century. The text highlights how gendered choices are central to participation in and experiences of lifelong learning.

That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors' peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.

Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed 'Anglo-American regimes', in contrast to 'Rhine regimes' as exempli?ed by Germany.

Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed 'Anglo-American regimes', in contrast to 'Rhine regimes' as exempli?ed by Germany.

Active citizenship is an objective of schooling in an increasingly complex context, in which social cohesion of the multicultural society is a cause for growing societal concern.

That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors' peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.

It has been developed from work undertaken by members of the Women in Higher Education Network with chapters organized in three thematic sections: Ambivalent Positions in the Academy, Process and Pedagogy at Work, Career - Identity - Home.

In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners.

This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences.

The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning.

Offers an international analysis of policies, contexts and perspectives, and the challenges of promoting lifelong learning among those who have rejected it early in life. This volume is of interest to researchers and practitioners, politicians, planners and professionals holding the responsibility for integration strategies.

This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning.

It will give a clear indication of alternative strategies for learners, teachers and policy makers.This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups.