Over the last fifteen to twenty years, there has been increasing
interest in the work of Michel Foucault in the social science in
general and in relation to education in particular. This, the first
book to link Foucault and lifelong learning, explores the
significance of Foucault's work for our understanding of the
policies and practices of lifelong learning.
Since the ground-breaking work of Stephen Ball in 1990, there
have been many texts which have explored the significance of
Foucault's work for education. However, most of those texts have
focused on the significance of Foucault for schooling and for
higher education.
With its great spread of international contributors, this book
brings together different approaches to the analysis of lifelong
learning derived from Foucault, including:
- socio-political systems of governance
- institutions for education and training
- understandings ofourselves as citizens within society
- identity, gender and diversity
- Foucault's contribution to research on lifelong learning
Taking up differing resources and possible approaches to
Foucault, the articles focus on the significance of lifelong
learning for educational policy and practice and the wider
societies of which education is a part.
This book therefore offers new insights into lifelong learning
and makes a significant contribution to its study and to the wider
use of Foucault within educational studies.
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