Suchergebnisse

Adult Education in Neoliberal Times -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- Part I Historical and Political Contexts for Adult Education -- 1 Introduction -- Introduction -- Neoliberalism and Its Impact on Adult Education -- Mapping the Field of Adult Education -- The Scope and Nature of Adult Educators' Work -- Situating Adult Educators' Beliefs and Values -- Professionalism and Career Identity in Adult Education -- Summary of the Book -- 2 From Adult Education to Lifelong Learning: A Changing Global Landscape -- Introduction -- The Importance of History in Understanding Contemporary Adult Education -- Historical Developments in Adult Education -- The Protestant Reformation -- The 'Enlightenment' and Revolution -- Colonial Expansion -- Urbanisation and Industrialisation -- A Post-World War Two Consensus on Education -- Anti- and Post-Colonialism -- Globalising Capitalism and Neoliberalisation -- The Global Discourse of Lifelong Learning -- The Capture of Adult Education for Lifelong Learning Policy Hegemony -- Adult Education in the Current Context -- Summary -- 3 England and New Zealand: Two National Contexts for Adult Education -- Introduction -- New Zealand and England: A Brief Demographic Sketch -- Two Historical Contexts for Adult Education -- Adult and Community Education and the Rise of the Welfare State -- The Sixties and Seventies: Radical Influences and Educational Idealism -- Struggles with Neoliberalism -- England and the Legacy of Thatcherism -- New Zealand and the Neoliberal Experiment -- 2016: Where Are the Adult and Community Educators? -- Summary -- Note -- 4 Professionalism, Professionalisation and Continuing Professional Development in the Adult Education Arena -- Introduction -- Discourses of Professionalism in Formal Education -- Traditional Discourses of Professionalism

"If feminism is still an ongoing project after 60-odd years, then why has the backlash been so long in the coming?This edited volume reflects on current debate around gender in education, where academics, practitioners and policy-makers are beginning to refer to a crisis of masculinity. Why is there an under-representation of men in education? Why do women increasingly outstrip men in terms of achievement? Is it possible men are becoming educationally disadvantaged?Drawing on research from the UK, Australia, New Zealand and Canada the contributors reveal the full spectrum of issues at hand in gender inequality in education. Other forces which have comparable impacts, and which intersect with gender include class, ethnicity and age as well as colonisation. In the light of this, the book provides both evidence and argument to illuminate contemporary debates about the involvement of women and men in education. Importantly, this book critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors develop new frameworks and questions which provide a theoretical basis to develop further understanding of the many issues involve with gender and lifelong learning.This book will be of interest to any practitioner open to the fresh ideas and approaches in teaching and programming needed when taking into account the differences both between men and women and among men and women"--

This article explores some of the challenges of utilising collaborative research approaches when undertaking contracted research projects for government and non-government agencies in the adult and community education (ACE) sector. To discuss these challenges, the article draws on three recent examples of research projects undertaken for ACE sector organisations in Aotearoa New Zealand. These challenges include managing relationships with the different parties to the research; dealing with conflicting expectations of funding agencies, commissioning organisations and practitioners; and ownership and dissemination of findings. We highlight the complexity of notions of collaboration and the importance of deliberate trust-building in establishing credibility. We also open up for discussion the thorny issues of who owns the right to disseminate research findings and how far should researchers' and universities' responsibilities extend to ensure that research findings are put in the public domain?

This article explores some of the challenges of utilising collaborative research approaches when undertaking contracted research projects for government and non-government agencies in the adult and community education (ACE) sector. To discuss these challenges, the article draws on three recent examples of research projects undertaken for ACE sector organisations in Aotearoa New Zealand. These challenges include managing relationships with the different parties to the research; dealing with conflicting expectations of funding agencies, commissioning organisations and practitioners; and ownership and dissemination of findings. We highlight the complexity of notions of collaboration and the importance of deliberate trust-building in establishing credibility. We also open up for discussion the thorny issues of who owns the right to disseminate research findings and how far should researchers' and universities' responsibilities extend to ensure that research findings are put in the public domain?