Suchergebnisse

Peter Jarvis is a towering figure in the study of adult and lifelong education and a leading and original theorist of learning. This paper sets out his intellectual and professional biography, maps the main contours of his work and introduces fourteen papers by leading scholars devoted to his work. Five broad phases in Jarvis' life are identified: (a) youth, self-education, Methodist ministry and early teaching and research; (b) founding of the International Journal of Lifelong Education, authorship of important textbooks on adult and professional education and linking of academic communities in different countries; (c) early research on and theorisation of learning; (d) engagement from the early 1990s with debates on lifelong learning and the learning society; and (e) return to theorisation of learning, particularly from the perspective of globalisation, from around 2000. Recurring themes include ethics and responsibility, the essentially social nature of learning, democracy, and authenticity in human relationships.

''Sustainability'' has a captivating but disingenuous simplicity: its meanings are complex, and have political and policy significance. Exploring the application of the term to adult education, this paper argues that a particular discourse of ''sustainability'' has become a common-sense, short-circuiting critical analysis and understanding of policy options. This ''business discourse'' of sustainability, strongly influenced by neoliberal ideas, encourages the presumption that educational programmes and movements which have died out were unsustainable, bound to fail, and even responsible – having failed to adapt – for their own demise. Potentially valuable experience is thus excluded from the educational policy canon. The author uses three cases from 20th-century adult education, namely (1) English liberal adult education; (2) ''mass education'', also known as community development, in the British colonies; and (3) UNESCO's Fundamental Education, to challenge this presumption. He demonstrates for each case how a business discourse has implied their ''unsustainability'', but that the reality was more complex and involved external political intervention.

The European Union's founding treaties and institutions determine that 'markets' frame its approach to lifelong learning, yet other more humanistic discourses, albeit secondary, have developed. This paper explores how and why.

How far is the European Union a vehicle for inclusion and empowerment of a new range of policy actors in education? This article explores the role of actors in policy formation through a case study. It examines European Union attempts since 2000 to develop indicators of 'active citizenship' and 'education and training for active citizenship'. It is based on two main sources: policy documents on the development of indicators and benchmarks; and a case study of an exercise (2005-07) to develop such indicators, initiated by the European Commission's Directorate General for Education and Culture. It shows that policy actors have attempted to take advantage of the Open Method of Coordination, often seen as a neo-liberal control mechanism, to ensure that citizenship remains on thepolicy agenda.

Creech Jones is the only major British Minister who has made adult education central to his policies. His outstanding contribution to adult education policy and practice has been unjustly ignored in adult education literature.

Key moments in the evolution of adult education in Hong Kong are explored: these shed light on the relationship between adult education, economic development, and democratisation under late colonialsim.

First published in 1988. In a few short years during and just after the Great War, the Labour Party and the trade unions established themselves firmly at the centre of the British political and industrial scene. But at the same time, the politics and organisation of both Labour and unions were reshaped. This is a grass-roots study of a key period in the building of Labour's political and industrial base. It is a study of how unions and Labour were organised and motivated to seize their moments of destiny – and of how a new political industrial movement was limited by the common-sense of the age in which it was born. It is a study of shifting support for various Labour and Communist political and industrial strategies – of the pressures and struggles which reshaped the movement, stamping on it the character we know today. And it is a study of how labour – at work and in the community – responded to war, to prosperity, to depression.

Due to the profound and fast changes of the new information society and their consequences for learning, a new research approach has been developed as a way to understand these changes and to contribute to social transformation. Inside the European Union's Framework Programme for Research, the Critical Communicative Methodology has consolidated itself as a methodological approach that has served as the grounds for projects such as Includ-ED: Strategies for Inclusion and Social Cohesion in Europe from Education. This article presents this methodology as well as its advantages in comparison to previous approaches, in order to contribute to the transformation of education and to overcome school failure and social exclusion.How to reference this article: Gómez González, Aitor y John Holford, "Contribuciones al éxito educativo desde la metodología comunicativa", Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 22, núm. 56, enero-abril, 2010, pp. 21-29.Received: enero 2010Accepted: marzo 2010 ; Frente a los cambios profundos y acelerados de la nueva sociedad de la información y sus consecuencias en cuanto al aprendizaje, se desarrolla un nuevo enfoque de investigación, dirigido a entender estos cambios y contribuir a la transformación social. Dentro del Programa Marco de Investigación de la Unión Europea, la metodología comunicativa crítica se ha consolidado como el enfoque metodológico en el cual se han basado, entre otros, proyectos como Includ-ED: Strategies for inclusion and social cohesion in Europe from education. Este artículo presenta esta metodología y sus ventajas en relación con otros enfoques previos, para transformar la educación y contribuir a superar el fracaso escolar y la exclusión social.Cómo citar este artículo: Gómez González, Aitor y John Holford, "Contribuciones al éxito educativo desde la metodología comunicativa", Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 22, núm. 56, enero-abril, 2010, pp. 21-29.Recibido: enero 2010Aceptado: marzo 2010 ; Face aux changements profonds et rapides de la nouvelle société de l'information et ses conséquences par rapport à l'apprentissage une nouvelle approche de recherche est développée, dirigée à comprendre ces changements et à contribuer à la transformation sociale. À l'intérieur du Programme cadre de recherche de l'Union européenne la méthodologie communicative critique s'est consolidée comme l'approche méthodologique dans laquelle ont été basés, parmi d'autres de projets tels qu'Includ-Ed: Stratégies pour l'inclusion et la cohésion sociale en Europe à partir de l'éducation. Cet article présente cette méthodologie et ses avantages par rapport aux approches précédentes, pour transformer l'éducation et contribuer à surmonter l'échec scolaire et l'exclusion sociale.

The idea of "sustainability" as a core value has slowly permeated policy and practice at governmental and institutional levels, in public and private policy. However, at times when social and economic crises have revealed the fragility of existing institutions and policies, it is important to consider how sustainability is – and could be – integrated into educational policies. In this theoretical contribution to a special issue on "Societal sustainability", the authors draw on available literature and knowledge. They begin their paper by summarising the conditions under which the concept of "sustainability" entered political discourse in the early 1970s and outline how it has influenced educational research. They then introduce the longstanding debate about the relative role of tradition (in terms of traditional cultural and social order) and change (in terms of efforts to provide learning opportunities for everyone) in adult education. Finally, they argue for a rethinking of the ontology of sustainability: this, they suggest, can shed new light on its relationships with adult education and learning and social justice.

Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how sustainability is – and could be – integrated into educational policy studies. We therefore begin by summarising the conditions under which the concept entered political debate and how it has influenced educational research. We then argue for a rethinking of its ontology: this, we suggest, can shed new light on its relationships with adult education policy and social justice. ; Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how sustainability is – and could be – integrated into educational policy studies. We therefore begin by summarising the conditions under which the concept entered political debate and how it has influenced educational research. We then argue for a rethinking of its ontology: this, we suggest, can shed new light on its relationships with adult education policy and social justice.

Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how sustainability is – and could be – integrated into educational policy studies. We therefore begin by summarising the conditions under which the concept entered political debate and how it has influenced educational research. We then argue for a rethinking of its ontology: this, we suggest, can shed new light on its relationships with adult education policy and social justice.