By Sue Jackson, Penny Jane Burke
Bobbing up from paintings through the Gender and lifetime studying staff of the Gender and schooling organization, this publication provides reconceptualisations of lifelong studying. It argues that the present box of lifelong studying relies on yes hidden values and assumptions and examines the mechanisms in which exclusionary discourses and practices are reproduced and maintained. The ebook opens up methods of conceptualising studying that takes under consideration a number of and moving formations of beginners from assorted social contexts. The authors expand what counts as studying and who counts as a learner, providing assorted understandings of lifelong studying which are in a position to comprise at present marginalised values and rules. Organised in 4 sections the ebook seems to be at: reclaiming - it attracts on feminist and post-structural conceptual frameworks to create a serious research of the present 'field' of lifelong studying retelling - it tells the stories of other multi-positions in lifelong studying revisioning - it strikes from narrative to research and the authors current their revisioning of studying which offer the instruments to reconceptualise the sphere of lifelong studying reconstructing - it furthers the dialogue to stipulate new methods to and practices in lifelong studying.
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Additional info for Reconceptualising Lifelong Learning: Feminist Interventions
We examine the implications for equity and inclusion when certain kinds of learning are given higher levels of esteem and status than others, arguing that hierarchies of learning exist between and within institutions as well as outside of them. Although we argue that different forms of learning are equally important, this does not erase the structures in place that reinforce the privileging of learning in higher education and the costs to individuals who do not participate in higher education. Furthermore, we will critique the value that is given to certain kinds of learning within higher education institutions especially as policy seems to be increasing levels of differentiation within HE through its emphasis on vocational learning for ‘widening participation’ students.
There are certain interconnected ontological issues between ‘learning’, ‘learner’ and ‘knowledge’ that deserve closer attention. The kind of knowledge that is privileged within the ‘knowledge society’ is (believed to be) scientific, rational, objective, specialised, technological and apolitical, traits that are closely tied up with masculinised, middle-classed and white racialised ways of being. On the other hand, within an increasingly service sector centred economy, certain feminised traits are required, including for example being friendly, providing ‘customer care’, being flexible, having generic sets of skills and being diligent at work.
Despite this, the advent of the new polytechnics was seen by many as the dawn of a new era, setting out to revolutionise higher education. With demands for education to step outside its ivory towers and into the lifelong learning agenda came greater hopes for more equal opportunities. Indeed, there were expectations amongst some that the universities would be unlikely to survive. Instead it was the polytechnics that disappeared. The Education Reform Act of 1988 first (in 1989) took the polytechnics out of local authority control and then in 1992 enabled the polytechnics to become universities or, more specifically, ‘new’ universities, perhaps still seen as ‘the comprehensive schools’ of higher education (Robinson 1968), with little but a change in name altering the status between ‘old’ and ‘new’ universities (Jackson 2004).
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