By Sue Henry
Champion musher Jessie Arnold has been out of racing for a few years, ever on account that she incurred a devastating knee damage. Now she's able to come again into form for this year's Iditarod. whereas taking her crew on a convention run down an area path she takes a snowy bump that's by no means been there sooner than. It seems to be a snow-shrouded physique.
Now, Jessie and her boyfriend, Alaska country Trooper Alex Jensen, are again chasing criminals. And the search is on for the killer of a meant earthquake victim-whose loss of life seems to really be a homicide.
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Additional info for Degrees of Separation (Jessie Arnold Mysteries, Book 12)
Who claims ownership of knowledge and why is this accepted? Who has the power to decide what is distributed, and to whom, and how it is transmitted? Bernstein has suggested that these three central rights need to be institutionalised in order for disadvantaged groups to become part of an effective educational democracy. However, to institutionalise rights is not to challenge existing structures, and I see little to suggest that the institutionalisation of such rights will enhance women’s experiences of higher education.
However, this needs to be effected, not just for individual women, but institutionalised within the academy. This can start to happen through a critical understanding which deconstructs knowledge systems; which values and theorises the experiences of women; which considers difference and diversity; and which challenges hierarchical positioning. These are certainly issues that are central to the women’s studies classroom which opens up new possibilities, critical understanding, and ways to effect both personal and political change.
5. CONCLUSION I have outlined a brief history of women’s studies and shown a historical commitment both of women’s studies and of adult education to lifelong learning based in the experiences of often marginalized groups, including women and working-class people. I have however also shown conflicting ideologies of lifelong learning, from David Blunkett’s Foreword to the Green Paper showing the wider contribution of learning, to learning which supports a capitalist economy in a divided society. I have suggested that such competing perspectives inform both higher education and wider lifelong learning agendas, although it is not the case that all perspectives are equal – rather that some are more equal than others.