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Although there has been a great deal of rhetoric about learner
empowerment in educational and community development circles, this
book is the first to offer detailed examples of successful
participatory practices in adult education spanning a wide range of
program settings, such as schools, institutions, communities, and
the workplace. The editors join with practitioner colleagues in the
United States and Canada to document successes; to network about
ideas from active projects, past and present, that have had a
participatory component; to share experience, new knowledge,
lessons learned, and reflections. The focus is on projects
initiated with the intention that greater participation would
benefit individuals and groups previously excluded from positions
of control. The aim is to provide concrete models and suggestions
to practitioners who want to develop the participatory nature of
their own activities--from initiation, to organization,
goal-setting, and ongoing leadership of adult education programs.
Some chapters give detailed descriptions of the triumphs and
challenges in individual projects, while others center more on
theoretical analysis and reflection on years of experience. All,
however, are rooted in particular experiences and give concrete
examples from action.
Although there has been a great deal of rhetoric about learner
empowerment in educational and community development circles, this
book is the first to offer detailed examples of successful
participatory practices in adult education spanning a wide range of
program settings, such as schools, institutions, communities, and
the workplace. The editors join with practitioner colleagues in the
United States and Canada to document successes; to network about
ideas from active projects, past and present, that have had a
participatory component; to share experience, new knowledge,
lessons learned, and reflections. The focus is on projects
initiated with the intention that greater participation would
benefit individuals and groups previously excluded from positions
of control. The aim is to provide concrete models and suggestions
to practitioners who want to develop the participatory nature of
their own activities--from initiation, to organization,
goal-setting, and ongoing leadership of adult education programs.
Some chapters give detailed descriptions of the triumphs and
challenges in individual projects, while others center more on
theoretical analysis and reflection on years of experience. All,
however, are rooted in particular experiences and give concrete
examples from action.
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