Boundaries of Adult LearningRichard Edwards, Ann Hanson, Peter Raggatt Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision. This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist. |
Contents
| 1 | |
| 8 | |
a model | 32 |
engaging practitioners in critical analysis of adult educational literature | 57 |
an emerging technology for adult learning | 82 |
does anyone really need andragogy? | 99 |
selfdirected learning to critical theory | 109 |
7 Freire and a feminist pedagogy of difference | 128 |
the vital myth of equal opportunities in adult education | 183 |
11 Learning and leisure | 196 |
whose time? Womens lives and adult learning | 211 |
13 Learner autonomy in a changing world | 232 |
14 Professions and competencies | 246 |
meanings agendas and possibilities | 261 |
16 Policy continuity and progress in the reform of postcompulsory and higher education | 276 |
| 295 | |
a reexamination | 152 |
9 Concepts organization and current trends of lifelong education in Sweden | 169 |
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academic achievement action activities adult education practice adult learning andragogy approach areas assessment assumptions autonomy become boundaries cent challenge competency standards consciousness raising context core skills course critical analysis critical pedagogy critical reflection critical theory critical thinking cultural curriculum educa education and training education in Finland employers epistemology example facilitator feelings feminist pedagogy folk high schools formal framework Freire Freirean further education GNVQ groups higher education important individual institutions knowledge labour learners learning experience leisure liberal lifelong London ment Mezirow National Vocational Qualifications NCVQ oppression organized outcomes part-time participation in adult Paulo Freire perspective political post-secondary and higher practitioners problem professional programmes question relevant role Routledge self-directed learning situation social society specific strategies Swedish teacher teaching Technical Rationality techniques theory tion traditional understanding University vocational women women's studies