Download Differently Academic?: Developing Lifelong Learning for by Sue Jackson PDF

By Sue Jackson

Lifelong studying is a key function of society this present day, and is seemingly embraced through a variety of educators and running shoes, in addition to through governments and employers. during this wide-ranging ebook, Sue Jackson indicates that universities were sluggish to embody a lifelong studying schedule, and argues that the lifelong studying reviews of girls – and particularly of working-class scholars – are seldom welcomed within the academy.

In its designated concerns of the reviews of girls scholars and teachers, this publication expounds an cutting edge and demanding research of girls in better schooling. it's going to provide a transparent indication of other thoughts for newbies, academics and coverage makers.

This booklet can be of key curiosity to an individual operating within the fields of lifelong studying or carrying on with schooling who's drawn to making studying obtainable and significant for deprived teams. it's going to additionally entice scholars of schooling, women's experiences, gender reviews and sociology; and to these attracted to problems with gender, social category, feminist thought and feminist research.

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Extra info for Differently Academic?: Developing Lifelong Learning for Women in Higher Education

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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.

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