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This book examines lifelong learning from different angles and
follows the trajectory beginning with the expansive notion of
lifelong education promoted by the United Nations Educational,
Scientific, and Cultural Organization (UNESCO) and its subsequent
version intended to better suit the neoliberal framework and make
EU countries more competitive in the global economy. The authors
critique this version of lifelong learning by contrasting it with
the notion of critical literacy. They also devote attention to the
UN's advocacy concerning lifelong education and sustainable
development, arguing that for lifelong learning to help realize
this goal, it needs to become more holistic in scope and engage
more globally conceived social and human-earth relations. The book
concludes with a discussion on lifelong learning and the COVID-19
pandemic.
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