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This original and challenging book introduces the ground-breaking
concept of ‘invisible education’, theorising it with critical
posthuman concepts and demonstrating it through a wide range of
empirical research. Invisible education is the learning that
happens in everyday life: it is invisible because it is purposively
ignored and devalued, and it is education because it is powerful
and formative. Far from being marginal, this is where the future is
being formed. The book challenges the feel-good fiction of social
mobility through formal education, replacing it with the new
concept of future mutabilities, shaped through invisible education.
The book is the first to bring together lifelong learning and
critical posthumanism and does so in ways that are mutually
illuminating. The book draws on a wide range of funded empirical
research on invisible education: exploring landscapes, animals and
things (material, immaterial and uncanny), activism, volunteering
and work, home lives and care, and global contexts of conflict. It
charts how invisible education plays a crucial role in the lives of
marginalised people, including young people, activists, postverbal
people, carers, women escaping domestic abuse and many others.
Combining posthuman ideas with memoir, poetry, art and fiction, it
is creative, intellectually stimulating and readable.
This original and challenging book introduces the ground-breaking
concept of ‘invisible education’, theorising it with critical
posthuman concepts and demonstrating it through a wide range of
empirical research. Invisible education is the learning that
happens in everyday life: it is invisible because it is purposively
ignored and devalued, and it is education because it is powerful
and formative. Far from being marginal, this is where the future is
being formed. The book challenges the feel-good fiction of social
mobility through formal education, replacing it with the new
concept of future mutabilities, shaped through invisible education.
The book is the first to bring together lifelong learning and
critical posthumanism and does so in ways that are mutually
illuminating. The book draws on a wide range of funded empirical
research on invisible education: exploring landscapes, animals and
things (material, immaterial and uncanny), activism, volunteering
and work, home lives and care, and global contexts of conflict. It
charts how invisible education plays a crucial role in the lives of
marginalised people, including young people, activists, postverbal
people, carers, women escaping domestic abuse and many others.
Combining posthuman ideas with memoir, poetry, art and fiction, it
is creative, intellectually stimulating and readable.
How do women academics survive? How can we empower women students?
How can we develop feminist strategies in teaching and learning in
higher education? Published in conjunction with the Women in Higher
Education Network, this text explores these fundamental questions
and presents strategies for changing and challenging the mainstream
curriculum in higher education. In the first section, contributors
present the problems women face in mainstream higher education,
often using their own experiences to illustrate the issues. The
experiences range from coping with motherhood and academics, to the
situations faced by black and lesbian women. The second section
explores methods of dealing with some of the issues that arise and
suggests ways of empowering women in higher education. The final
section examines strategies for adapting and challenging the
mainstream curriculum in a range of disciplines. Containing
chapters written from lecturer and student perspectives, this
diverse collection should be of interest and practical use to all
women lecturers and students in higher education on a personal and
professional level.
This book explores the potential for lifelong learning in dementia.
A growing social issue, dementia has previously been understood as
a wasteland for learning: at best, those with dementia are helped
to hold on to some pre-existing skills. This book draws on
extensive qualitative data with people with dementia and their
families to demonstrate that new forms of learning can happen in
dementia, with positive outcomes for both the learner and those
around them. In doing so, this book demonstrates that those with
dementia help us to understand learning differently, thus providing
a breakthrough in our understanding and theorising of lifelong
learning. Using posthuman theory to scaffold and discuss the
findings, this pioneering book will appeal to scholars of dementia,
lifelong learning and the posthuman.
This volume critically explores themes of belonging, learning and
community, drawing on a range of research studies conducted with
adult learners in formal and informal contexts and employing
interdisciplinary theory from education, feminist theory, cultural
studies and human geography. Dominant but simplistic and regulatory
ideas and practices of learning community in higher education and
lifelong learning are critiqued. Instead, Jocey Quinn argues that
learners gain most benefit from creating their own symbolic
communities and networks, which help to produce imagined social
capital. A rich variety of empirical data is used to explore and
demonstrate how such imagined social capital works. >
Using theory drawn from Education, Cultural Studies and Human
Geography, this work explores the related issues of belonging,
learning and community. This book draws on a range of research
studies conducted with adult learners both nationally and
internationally in formal and informal contexts (including
universities, voluntary sector and community based projects, work
and leisure). It uses interdisciplinary theory drawn from
Education, Cultural Studies and Human Geography to explore the
related issues of belonging, learning and community. It critiques
dominant ideas and practices of learning community in Higher
Education and Lifelong Learning as simplistic and regulatory and
argues that learners gain most benefit from creating their own
symbolic communities and networks, which help to produce 'imagined'
social capital. It demonstrates how such imagined social capital
works, using a rich variety of empirical data. It then considers
how these new critical perspectives can help us to rethink
education as a cultural practice. "Continuum Studies in Educational
Research (CSER)" is a major new series in the field of educational
research. Written by experts and scholars for experts and scholars,
this ground-breaking series focuses on research in the areas of
comparative education, history, lifelong learning, philosophy,
policy, post-compulsory education, psychology and sociology. Based
on cutting edge research and written with lucidity and passion, the
"CSER" series showcases only those books that really matter in
education - studies that are major, that will be remembered for
having made a difference.
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