|
Showing 1 - 4 of
4 matches in All Departments
Adult Education and the Formation of Citizens turns attention
towards normative claims about who adults should become through
education, and what capacities and skills adults need to develop to
become included in society as 'full' citizens. Through these
debates, adults are construed as not yet citizens, despite already
being citizens in a formal sense; this book problematises such
regimes of truth and their related notions of the possibilities and
impossibilities of adult education and citizenship. Drawing on
empirical examples from the two main adult education institutions
in Sweden, folk high schools and municipal adult education, it
argues that, through current regimes of truth, these institutions
become spaces for the re-shaping of the "abnormal" citizen. The
book suggests that only certain futures of citizenship and its
educational provision are made possible, while other futures are
ignored or even made impossible to imagine. Offering a unique focus
on critically problematising the role of adult education in
relation to the fostering and shaping of citizens, the book
addresses the important contemporary challenges of the role of
adult education in a time of migration. Adult Education and the
Formation of Citizens will be of great interest to academics,
researchers and postgraduate students in the fields of adult
education, lifelong learning and education.
Adult Education and the Formation of Citizens turns attention
towards normative claims about who adults should become through
education, and what capacities and skills adults need to develop to
become included in society as 'full' citizens. Through these
debates, adults are construed as not yet citizens, despite already
being citizens in a formal sense; this book problematises such
regimes of truth and their related notions of the possibilities and
impossibilities of adult education and citizenship. Drawing on
empirical examples from the two main adult education institutions
in Sweden, folk high schools and municipal adult education, it
argues that, through current regimes of truth, these institutions
become spaces for the re-shaping of the "abnormal" citizen. The
book suggests that only certain futures of citizenship and its
educational provision are made possible, while other futures are
ignored or even made impossible to imagine. Offering a unique focus
on critically problematising the role of adult education in
relation to the fostering and shaping of citizens, the book
addresses the important contemporary challenges of the role of
adult education in a time of migration. Adult Education and the
Formation of Citizens will be of great interest to academics,
researchers and postgraduate students in the fields of adult
education, lifelong learning and education.
Recognition of prior learning (RPL) has emerged in recent decades
as an important policy area and policy concept. It is a phenomenon
with a certain variation in practices as well as contexts, concepts
and conceptions. However, there is a basic idea about giving
recognition to prior learning wherever and whenever learning has
taken place. Such ideas can be 'materialised' in formal assessment
systems providing the basis for recognition, as well as in informal
processes where prior learning is made visible and gets
recognition. This book provides a range of empirically and
theoretically based contributions from different parts of the world
where RPL, or an equivalent, is mobilised as part of educational
practices for adults. Discussion in this area often takes place
locally. This volume compiles different kinds of contributions to
create a broader dialogue among scholars and practitioners, not
only on the specific topic of RPL, but also on more general issues
faced in educational research. It was originally published as a
special issue of the International Journal of Lifelong Education.
Recognition of prior learning (RPL) has emerged in recent decades
as an important policy area and policy concept. It is a phenomenon
with a certain variation in practices as well as contexts, concepts
and conceptions. However, there is a basic idea about giving
recognition to prior learning wherever and whenever learning has
taken place. Such ideas can be 'materialised' in formal assessment
systems providing the basis for recognition, as well as in informal
processes where prior learning is made visible and gets
recognition. This book provides a range of empirically and
theoretically based contributions from different parts of the world
where RPL, or an equivalent, is mobilised as part of educational
practices for adults. Discussion in this area often takes place
locally. This volume compiles different kinds of contributions to
create a broader dialogue among scholars and practitioners, not
only on the specific topic of RPL, but also on more general issues
faced in educational research. It was originally published as a
special issue of the International Journal of Lifelong Education.
|
|