This collection includes a kaleidoscope of voices and perspectives from prisoners, former prisoners, scholars, and activists to examine the extraordinarily invisible and closed system of incarceration that characterizes the massive U.S. prison industry. The book explores in multiple ways, the role of writing in carceral settings, including material realities, ethics, and social justice. It is a book about the power of writing as well as its limits. It is a book that celebrates and critiques, challenges, and reveals. It is a book that, like the writing of incarcerated women, repays careful reading.

Los objetivos del proyecto son: realizar un estudio comparado de la formacion recibida por los profesores espanoles, franceses, italianos y griegos de Educacion Primaria en metodologia para la didactica de L2 y en competencias multiculturales y plurilingues; determinar su percepcion y actitud ante la diversidad del alumnado y contrastarlas con el estado de la cuestion; alcanzar conclusiones sobre el contexto en esa etapa educativa que permitan elaborar propuestas metodologicas adecuadas a sus necesidades. El metodo empleado es cuantitativo, comparatista y de revision teorica y epistemologica. El instrumento utilizado es una escala Likert, con una gradacion desde 'Muy en desacuerdo' hasta 'Muy de acuerdo' correspondiendoles los numeros del 1 al 4 respectivamente. Los resultados evidencian la necesidad de revisar la formacion inicial y continua del profesorado en cuanto a multiculturalidad y plurilinguismo en los cuatro paises participantes en el proyecto.

Now in its fourth edition, this indispensable guide helps students to create their own personal development programme and build the skills and capabilities today's employers want. Step by step, it takes students from the initial stages of setting goals and defining success through to the application process for their dream job. Part 1 prompts students to think about what 'success' means to them and to think more deeply about what matters to them, what inspires them, and what will help them to achieve their long-term ambitions. This section also helps students to better manage their time, energies and resources so that they can achieve the kind of success they want. Part 2 shows students how to refine their people and task management skills, enabling them to become the effective communicators and problem-solvers that today's employers want. Part 3 develops students' creative and reflective thinking, thereby strengthening students' academic and professional abilities. Part 4 helps readers to reflect on what employers really want from job applicants and explains how they can take concrete action to improve their job prospects. Chapters contain guidance on how to put forward a strong application, how to make the best use of placements, and how to keep records so that students feel more in control during the application process. Internationally acclaimed study skills author Stella Cottrell provides students with the ingredients they need to create their own recipe for success. Whether you're just starting at college or university, or about to leave a postgraduate programme, Skills for Success will help you to think creatively and constructively about personal, academic and career goals. New to this Edition: - Contains increased coverage of different styles and models of leadership, and managing and leading teams - Includes more material on engaging with cultural difference - Provides students with guidance on looking after their mental health and wellbeing, to help reduce stress around planning for life after university - Features more insights and case studies from employers Accompanying online resources for this title can be found at bloomsburyonlineresources.com/skills-for-success. These resources are designed to support teaching and learning when using this textbook and are available at no extra cost.

This book has more ideas on how to add involvement in learning than any one trainer could ever use. Your students and workshop participants will increase their understanding and retention when you design training activities using 'The Winning Trainer'. This updated and expanded edition is richer than ever before. It provides: * more than 100 ready-made handouts, learning instruments, and worksheets... all you do is photocopy * numerous examples, model dialogues, and sample answers * hundreds of exercises, games, puzzles, role plays, icebreakers, and other group-in-action techniques * samples of each technique and ways to effectively use them * advice on subjects such as unwilling participants, use of the outdoors, breaks, program endings, and storytelling Significant new additions to the book include materials on the following topics: * new, easier to accomplish approaches to evaluation - ROE (Return on Expectations) and Customer Satisfaction as a business indicator * a methodology to secure group feedback at the end of the program, concerning the trainer/facilitator's role and participation in the course * an instrument for the early screening of likely obstacles when transferring training * added techniques to ensure that training transfers to the job * a demonstration of how to conduct a quick assessment of needs when under pressure to do so * keys to successful training in other cultures * several new instruments including how to assess one's prowess as a facilitator, how to assess trust in a team, and how to measure one's CQ (creativity quotient) Two new chapters have been added to treat new material on intelligence and learning, principles of adult learning and distance learning. In addition, numerous new group-in-action techniques and conceptual materials have been added to the existing chapters. This is the one-stop source book every trainer needs.

Sparked by global capitalism's demand for new knowledge and new commodities, as well as new logistical systems to deliver them, the nature of education has changed significantly. Universities, in striving to become a part of this knowledge society, have focused on responding to these demands, at the expense of the humanities and social sciences. The dominance of this way of thinking, primarily a product of Western educational thought, has clearly affected approaches to education in the East. The originalities, authenticities, and unique perspectives of the East have failed to get enough attention, subsumed by the focus on science and technology. However many education systems are still endeavouring to capture some of the indigenous and authentic culture of their home countries, incorporating national cultural ideals, even in subjects with a primarily vocational focus. Although the drive for scientific knowledge has led to a degree of standardisation and convergence, cultural differences still play a role in the education theory and policy of different countries. This book examines these cultural differences between different East Asian and South Asian countries, with chapters ranging from historical educational analysis to contemporary re-interpretations of the construction of society and education in the East. This book was originally published as a special issue of Comparative Education.

Fully revised and updated, this second edition of Participatory Action Research (PAR) provides new theoretical insights and many robust tools that will guide researchers, professionals and students from all disciplines through the process of conducting action research 'with' people rather than 'for' them or 'about' them. PAR is collective reasoning and evidence-based learning focussed on social action. It has immediate relevance in fields ranging from community development to education, health, public engagement, environmental issues and problem solving in the workplace. This new edition has been extensively revised to create a user-friendly textbook on PAR theory and practice, including: updated references and a comprehensive overview of different approaches to PAR (pragmatic, psychosocial, critical); more emphasis on the art of process design, especially in complex social settings characterized by uncertainty and the unknown; developments in the use of Web2 collaborative tools and digital strategies to support real-time data gathering and processing; updated examples and stories from around the world, in a wide range of fields; critical commentaries on major issues in the social sciences, including stakeholder theory, systems thinking, causal analysis, monitoring and evaluation, research ethics, risk assessment and social innovation. This modular textbook provides novel perspectives and ideas in a longstanding tradition that strives to reconnect science and the inquiry process with life in society. It provides coherent and critical treatment of core issues in the ongoing evolution of PAR, making it suitable for a wide range of undergraduate and postgraduate courses. It is intended for use by researchers, students and working professionals seeking to improve or rethink their approach to co-creating knowledge and supporting action for the well-being of all.

Co-published with AIEAInternational higher education has evolved, in some respects dramatically, in the decade since publication of the first edition of this handbook. The new issues, trends, practices and priorities of research that evolved over this time have in some instances been transformed by one of the most dynamic and tumultuous periods in the history of international higher education, brought on by the pandemic, a re-emergence of nationalism, and the recognition of the power imbalances between the developed economies and the global south, and racial inequities within and across borders. This new edition addresses the myriad changes across all aspects of international education, each chapter addressing to the extent possible the reality of the present in which they were written and offering some insights for the future. While updating a number of chapters from the first edition, it also includes a preponderance of new chapters written by contributors representing wider and more diverse backgrounds. In keeping with the first edition, the overall message is that the internationalization of higher education has a vital role to play in a world that is more interconnected than ever before. Recognizing changing economic, geopolitical, climatic, and public health issues, as well as the importance of international and cross-cultural collaboration to address global problems, this handbook offers a comprehensive range of models, data and ideas to stimulate new directions in the conception and practice of international education. This edition reflects today's concerns around inclusion, diversity and equity, and how international education is being changed by issues such as decolonization, the focus on learning outcomes, the impact of digital tools to enhance access and learning and collaboration such a virtual exchange, competition for resources, risk, new patterns of mobility, and new models such as joint programs and qualifications. As with the first edition, the chapters often intentionally pair scholars and practitioners from different parts of the world, and include text boxes that highlight concrete institutional, national, or regional experiences, providing diverse voices and perspectives from around the world. This comprehensive new edition provides ideas, concepts, theories and practical ideas from around the world for those seeking to enhance the quality of the three core functions of higher education: teaching, research and service to society. It constitutes an essential resource for everyone involved in the delivery of international education and in determining its future direction.

This open access book sheds light on a range of complex interdependencies between adult education, young adults in vulnerable situations and active citizenship. Adult education has been increasingly recognized as a means to engage and re-engage young adults and facilitate their life chances and social inclusion thus contributing to an active citizenship within their societal contexts. This collection of chapters dealing with issues of social inclusion of young people represents the first book to explicitly approach the complex interdependencies between adult education, young adults in vulnerable situations and active citizenship from the European perspective. Social exclusion, disengagement and disaffection of young adults have been among the most significant concerns faced by EU member states over the last decade. It has been increasingly recognised by a range of stakeholders that there is a growing number of young people suffering from the various effects of the unstable social, economic and political situations affecting Europe and its neighbouring countries. Young adults who experience different degrees of vulnerability are especially at risk of being excluded and marginalised. Engaging young adults through adult education has been strongly related to addressing the specific needs and requirements that would facilitate their participation in social, economic and civic/political life in their country contexts. Fostering the active citizenship of young people, both directly and indirectly, is an area where many AE programmes overlap, and this has become a core approach to integration. This book considers social, economic and political dimensions of active citizenship, encompassing the development of social competences and social capital, civic and political participation and the skills related to the economy and labour market. The cross-national consideration of the notions of vulnerability, inclusion and active citizenship underpins the complexity of translating these concepts into the national contexts of adult education programmes.

To function in modern society complex data must be absorbed and understood at a breakneck pace. The most efficient way to do this is through data-based graphics. This book is an exploration and celebration of graphical methods of data presentation. Visual Revelations' principal purpose is to enlighten, inform, and amuse the reader regarding the shortcomings of common graphical practices; particularly how they can misinform while simultaneously providing models of wonderful graphics. There are many examples of the best graphic practice, graphs that go beyond conveying, facts, and structure to be able to carry emotion as well. Aimed at an educated, lay audience, this volume benefits anyone who must either convey or receive quantitative information, including designers, statisticians, and people in the media.

What does "good" teaching mean, and how can we know it when we see it? Perhaps you have grappled with these questions at some point in your career, either as an instructor wanting to document or grow your teaching effectiveness or as a peer or administrator trying to provide guidance to or assess the teaching of others. This book serves three purposes: a condensed, evidence-based guide to effective teaching; a resource on creating a focused teaching narrative and teaching portfolio; and a toolkit that equips faculty to conduct peer observations, student midterm feedback, and productive conversations related to teaching. The first part of the book offers a rich guide as to what constitutes effective teaching based on a comprehensive review of the research on instructional strategies and behaviors that promote student engagement, learning, and success. It includes practical advice flexible enough to accommodate disciplinary and contextual differences, recognizing that readers will want to adapt effective behaviors based on their values and dispositions. The opening chapters successively cover aligning classroom activities to learning goals; teaching inclusively to account for students' prior learning and diversity; creating an environment that promotes students' active engagement in learning and taking responsibility for their intellectual development; assessing students' progress and adjusting teaching accordingly; using technology effectively; and finally engaging in reflective self-assessment with feedback from peers and students to adjust and develop teaching skills. In the second part of the book, the authors offer structured guidance on developing a focused teaching narrative, gathering peer and student feedback to support that narrative, and curating a portfolio to showcase exemplary practices and achievements. The insights and tools presented also equip readers to facilitate classroom peer observations and gather midterm student feedback. Overall, the second part of the book provides readers with a common language and tools to use when discussing teaching with peers and those who may formally or informally observe their teaching. The book builds to providing the reader with a clear sense of the criteria and evidence needed to document their teaching for the purposes of annual review, promotion, or tenure. The now widely recognized Critical Teaching Behaviors (CTB) framework offers a holistic means of documenting and assessing teaching effectiveness by including a variety of evidence and perspectives. The comprehensive feedback and documentation toolkit aligned to the framework incorporates more of the instructor's perspective on their own teaching into the evaluation process and substitutes for or supplements student evaluations of teaching (SETs). Administrators will also find the CTB useful as a template and guide for the objective evaluation of teaching. In a single volume, this book offers faculty evidence-based guidance and encouragement to explore effective teaching strategies whether they are just embarking on their college teaching journey or are experienced instructors looking to explore new ideas. The CTB presents instructors a roadmap to both developing teaching skills and demonstrating achievements in promoting student learning to advance their careers. It is designed to be an interactive workbook. While readers can choose to read passively, they will get the most value from this book by completing the prompts and activities along the way.

Information Technology and Career Education contains the contributions presented at the 2014 International Conference on Information Technology and Career Education (ICITCE 2014, Hong Kong, China, 9-10 October 2014). The book is divided into two main topics: information technology and vocational technology. Considerable attention is also paid to electric power, data mining, vocational education and physical education. Information Technology and Career Education will be invaluable to professionals and academics in information and vocational technology, electric and electronic engineering and education science.

Adult Literacy in a New Era chronicles the history and development of The Open Book, an adult literacy organisation inspired by the legendary educationalist Paulo Freire, and other political educators. Using participants' own words and experiences, Ramdeholl analyses and investigates adult literacy policy and aspects of the program's history from its beginning in 1984 to its end in 2001. Offering new insights into methodologies of reading, writing, and learning, this book will inspire not only adult literacy students and teachers, but anyone concerned with changing public policy from the bottom up.

This volume presents a scientific and practical trend in lifelong education, which focuses on "human activity." This trend is particularly apparent in French speaking countries where a seminal tradition of ergonomics, born in the middle of the 20th century, produced studies about work and workers activity in various contexts. Results demonstrate that working activity, firstly, is always complex, creative and enigmatic despite the efforts done by the designers to create prescribing working environments and by managers to control production procedures, and secondly, cannot be understood without specific field studies about real work. This approach influenced adult educational researchers and trainers to develop programs in order to help trainers to better know human activity and its transformations in various social practices (and not only in working context). It also helps them to design learning environments accompanying human activity transformations at various time scales.

The chapters in this volume present a range of original studies on human activity in various social practices, such as tourism, theatre prop-makers in opera, manual job environments, management in a small company, high level athletes illegal practices, school teaching and finally during teachers retirement ceremonies. These studies of the relationships between social practices and human activity and its transformations, give empirical and conceptual bases for designing programs aimed at emphasizing and accompanying specific individual and collective learning, and human development in a lifelong perspective.

This book was published as a special issue of "International Journal of Lifelong Education.""

This edited collection focuses on the early development, gradual evolution, and present status of distance learning and online education in the social work profession. Relevant for social work students and educators in baccalaureate, masters and doctoral programs, this book is an authoritative statement authored by widely recognized educators on the cutting edge of technological innovation. In addressing the future of web-based social work education, the collection demonstrates the power of distance learning and online technology. The chapters cover a comprehensive range of topics, including organizational and administrative aspects, teaching and practice, recent research and the challenge of creating intimacy and interaction. The volume provides a valuable set of insights into how distance learning and online education are transforming how social work is increasingly being taught today, and will surely be offered in the future. This book was originally published in the Journal of Teaching in Social Work.

Adult education is an under-researched field. Judgements about learning programmes are mostly summative and learning that does not lead to an accredited outcome is given low priority under current policy. This fascinating study considers the many factors that influence quality in adult learning, and provides a detailed analysis of the following concepts - characteristics of adults as learners; adult learning theory and andragogy; the experiences of adult learners and what they bring to the learning environment; quality and teaching; and quality and learning.

Indispensable for anyone involved in vocational education or apprenticeships, The Vocational Assessor Handbook is the only comprehensive guide for assessors and verifiers of vocational qualifications. This fully revised and updated edition includes new guidance on end-point assessment of the new apprenticeship standards and the latest information on regulations and qualifications. Packed with up-to-date, detailed and reliable information, The Vocational Assessor Handbook (previously The NVQ Assessor, Verifier and Candidate Handbook) contains a detailed guide to the QCF units for assessment and internal quality assurance (verification). Containing the units and practical explanation for each stage of assessment and verification practice. For UK assessors of QCF qualifications and NVQs, verifiers, teachers, providers of training and work-based learning, assessors of apprenticeships and those working towards PTLLS, CTLLS, DTLLS qualifications, this complete guide is essential for qualification and ongoing practice, enabling you to: understand the principles and practices of assessment; assess occupational competence in the work environment; assess vocational skills, knowledge and understanding; understand the principles and practices of internally assuring the quality of assessment; plan, allocate and monitor work in your own area of responsibility.

This book provides a comprehensive sociological overview of adult and continuing education. It draws on all branches of sociology rather than advocating one approach. It examines the theories of all the significant sociological writers in the field such as Knowles, Marx, Freire and Gramsci and sets them in the broader intellectual context. It also considers the content of the curriculum in adult education and the place of adult education in society at large. The author indicates the strengths and weaknesses of the different sociological perspectives and demonstrates how they can be used to analyse the function and purpose of adult and continuing education.

Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners offers deep insights into the lives of marginalised communities and the link between learning, literacy and violence, not previously carried out in-depth in a small scale study. It breaks the negative stereo-types of adults who struggle to read and write, who are often labelled and stigmatised by dominant discourses, and in doing so exposes why and how Basic Skills Learners often find themselves in marginal positions. The structural inequalities many face from childhood to adulthood across the private and public domains of their lives are revealed and probed, thus challenging neo-liberalism claims of an apparently egalitarian social field. The learners' narratives expose the contradiction, complexities and ambivalences they experience in their daily lives, and how they try to make sense of them from their structural positioning as basic skills learners in a society based on inequality of opportunity and choice. Applying a feminist, qualitative, longitudinal, ethnographic and participatory approach, the book offers a critical perspective, drawing on Bourdieu's work as the theoretical framework, as well as using a range of feminist, sociologists of education, literature on the ethics of care and critical literacy pedagogy, including the New Literacy Studies. The author's personal position as an 'insider' with 'insider knowledge' of marginalised communities is also woven throughout the chapters and offers insights into the struggles, conformity and resistance faced by the participants in the study. The book contributes to the debate on the impact of violence on learning and its link to class, gender and basic skills as well opening up a discussion on the power of a critical curriculum to empower people across the domains of their lives. It will be valuable reading for trainee teachers, teachers, education and sociology students, postgraduate students, as well as literacy specialists, researchers, academics, policy makers and managers of public services.

Vocational education and training (VET) can be difficult to define since it is set in a turbulent and volatile environment marked by national and regional specificities. It can be delivered at different levels and by a variety of providers, including community colleges, colleges of further education, polytechnics and universities, as well as, importantly, private providers. This collection reflects the shifting and often messy conceptualisations of VET. On one level VET can be associated with the education and training of craft/skilled workers, or of those who are being prepared for a particular occupational destiny and specific position in the labour market. In this instance, notions of skill, knowledge and dispositions are significant. On another level, it can raise questions over power and class formation, in addition to the way in which these are mediated or intersect with race and gender. Moreover, there are important political questions addressing the significance of VET in furthering social cohesion and economic regeneration in times of austerity when neoliberalism is hegemonic. The chapters in this book are not all of a piece, but each in its turn raises important questions about VET, its relationship to the economy, as well as its global setting. This book was originally published as a special issue of Globalisation, Societies and Education.

Arising from a research project conducted over two years, "Transformative Learning" "through" "Creative Life Writing "examines the effects of fictional autobiography on adult learners sense of self. Starting from a teaching and learning perspective, Hunt draws together ideas from psychodynamic psychotherapy, literary and learning theory, and work in the cognitive and neurosciences of the self and consciousness, to argue that creative life writing undertaken in a supportive learning environment, alongside opportunities for critical reflection, has the power to transform the way people think and learn. It does this by opening them up to a more embodied self-experience, which increases their awareness of the source of their thinking in bodily feeling and enables them to develop a more reflexive approach to learning.

Hunt locates this work within recent developments in the influential field of transformative learning. She also identifies it as a form of therapeutic education arguing, contrary to those who say that this approach leads to a diminished sense of self, that it can help people to develop a stronger sense of agency, whether for writing or learning or relations with others. Topics covered include:

This book will interest teachers in adult, further and higher education who wish to use creative life writing as a tool for learning, as well as health care professionals seeking art-based techniques for use in their practice. It will also prove useful to academics interested in the relationship between education and psychotherapy, and in the theory and practice of transformative learning. Additionally, it will appeal to writers seeking a deeper understanding of the creative process.

In the past, and over the last decade in particular, the arts and arts spaces have become integral to the research, theory and practice of adult education. This edited volume showcases the possibilities and challenges of work by adult educators in community settings, university classrooms and arts and cultural institutions in Canada, the United States and Europe. The authors share the ways in which they use aesthetic practices to promote human and cultural development, address complex issues such as racism, respect aboriginal knowledge, or simply aim to provide spaces and opportunities to creatively and critically re-imagine the world as a better, fairer and more healthy and sustainable place. This book will benefit educators in universities, communities and art galleries who wish to expand their knowledge and understanding of the arts as tools for change. This book was originally published as a special issue of the International Journal of Lifelong Education.

As the centre of the world economy is moving to Asia, lifelong learning in Asia is attracting a great deal of attention in the educational field worldwide. Asia not only provides the largest education market, but also plays an increasingly important role in educational globalization. However, until now, only very limited literature has been available in English. This book addresses that gap and introduces global readers to the latest developments of theories, policies, and practical issues concerning lifelong learning in East Asia. Case studies on lifelong learning in East Asia - including mainland China, Japan, Korea, Hong Kong, Taiwan, and Macau - are provided in this book. Lifelong learning in East Asia has been strongly influenced by Confucian culture as well as Western capitalism. This book analyses Confucian culture and the negotiation of Chinese and Western learning cultures in lifelong learning. This book will enable educators to understand the recent developments in lifelong learning in selected Confucian-heritage countries and regions, and promote effective international collaboration in lifelong learning worldwide. This book was published as a special issue of the International Journal of Lifelong Education.

The connections and interactions of lifelong learning and social justice are complex and contested. Both are seen as a means to unconditional good, with little account taken of the inequalities and equalities located in constructions of power. This book develops critical ways to engage with international debates about lifelong learning and social justice through a range of competing and contested definitions, setting out some of the complexities and challenges of linking the two concepts. In particular, it engages in debates about the equalities and inequalities of learner identities, displacement and place. Its chapters consider those marginalised in complex and multiple ways, including gender, social class, ethnicity, age and migration. This book was originally published as a special issue of the International Journal of Lifelong Education.