What are the barriers and obstacles to adults learning? What makes the process of adult learning so fragile? And what exactly do we mean by Fragile Learning? This book addresses these questions in two ways. In Part One, it looks at challenges to learning, examining issues such as language invention in a maximum security prison, geography and bad technology, and pedagogic fragility in Higher Education. Through a psychoanalytic lens, Fragile Learning examines authorial illness and the process of slow recovery as a tool for reflective learning, and explores ethical issues in problem-based learning. The second part of the book deals specifically with the problem of online anxiety. From cyberbullying to Internet boredom, the book asks what the implications for educational design in our contemporary world might be. It compares education programmes that insist on the Internet and those that completely ban it, while exploring conflict, virtual weapons and the role of the online personal tutor.

What are the barriers and obstacles to adults learning? What makes the process of adult learning so fragile? And what exactly do we mean by Fragile Learning? This book addresses these questions in two ways. In Part One, it looks at challenges to learning, examining issues such as language invention in a maximum security prison, geography and bad technology, and pedagogic fragility in Higher Education. Through a psychoanalytic lens, Fragile Learning examines authorial illness and the process of slow recovery as a tool for reflective learning, and explores ethical issues in problem-based learning. The second part of the book deals specifically with the problem of online anxiety. From cyberbullying to Internet boredom, the book asks what the implications for educational design in our contemporary world might be. It compares education programmes that insist on the Internet and those that completely ban it, while exploring conflict, virtual weapons and the role of the online personal tutor.

How a grassroots movement led primarily by women shaped Alabama's environmental consciousness. A Movement of the People: The Roots of Environmental Education and Advocacy in Alabama is a detailed history of the Alabama Environmental Quality Association (AEQA). The AEQA helped to establish groundbreaking environmental protection and natural resource preservation policies for the state and the region and grew into one of the nation's most progressive environmental education efforts. The AEQA began in 1966 with the relatively simple political action agenda of cleaning up unsightly and unsanitary roadside trash. These inspired citizens collaborated with civic leaders to identify and remove illegal rural dumps and create more regulated landfills statewide. Eventually they became involved in the i?1/2Keep America Beautifuli?1/2 campaign and with the US Public Health Service in its attempt to rid the state of the yellow-fever mosquito vector, Aedes aegypti , which breeds in standing, fetid water. The acme of these early efforts was the passage of Alabama's Solid Waste Disposal Law of 1969, one of the nation's first such bills. The AEQA's dedicated staff and supporters spearheaded other environmental projects, many of which remain active today, such as recycling programs with industry giants throughout the Southeast and the founding of the Bartram Trail Conference, a multistate initiative to identify and preserve the path that Quaker botanist William Bartram took through the territory before its formation into states. Using recorded interviews with Martha McInnis, executive vice president of the AEQA, and full access to a meticulously preserved archive of the organization's papers and artifacts, Katie Lamar Jackson relates this previously untold story of remarkable i?1/2citizen activism.i?1/2 A Movement of the People is a valuable account of the organization's growth and advancement, both economically and societally, which serves as a blueprint for successful civic activism and grassroots organizing.

This book provides a basic understanding of democratic citizenship through use of case studies. These case studies illustrate the extent to which ordinary citizens are controlling their common future. The book provides theoretical and evidence based findings on the complexities of citizenship in a capitalistic-republican setting. It offers new theoretical frameworks on reparation and democratic citizenship.

The book is about the joys and frustrations of lifelong learning, and about what drives us to learn as we move through our years. It follows the life-in-learning, from birth to death, of a character that the reader is invited to create. It examines many of life's important themes-a response to overwhelming choice, the instinct of self-protection-as they apply to a person's learning journey. Using a variety of psychoanalytic and philosophical lenses, and using the Psychic River as a metaphor, the text asks the question of what it means "to learn" and "to teach". It investigates factors that might break the fragile process of learning, and explores the complex motivations behind returning to learning. The book is of interest to educators and learners, to psychoanalysts and analysands, and to anyone who has ever wondered what drives us to learn or teach.

What is care? The Care Factory consists of six essays, each of which is an invitation to the reader to form an opinion on what care happens to be. Each chapter looks at care in a different setting, and a variety of psychoanalytic frameworks are employed on which to hang arguments. The eponymous first chapter investigates undergraduate courses in nursing and midwifery that have care on the syllabus. Is it possible to teach care? What if the person teaching care is not someone who cares?The second chapter is `Banquet of Crumbs'. If care can be experienced in any setting and at any time, is there anything that happens to those who care that we might regard as generic? What does caring do to the practitioners who care? The focus of `The Breaking of Wings' is prisons and secure settings for children and adolescents. How do such institutions endorse and exhibit care? In `Nostalgia's Engine', the focus is on the care generated by successful group assimilation and the manufacture of nostalgia. Using the example of the punk movement of the 1970s, this chapter describes how organisations offer their participants communities of care, irrespective of their outward appearance of hostility.`Caring for Our Creations' is about writing, and about one's responsibilities for what one drafts into existence. This chapter is not so much about a narrative of care as the care of a narrative. Finally, `Take Care: A Coda' represents a lesson on how one cares for oneself in an atmosphere of tension and bereavement anxiety.