Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices. "Higher" learning, for example, should include a broader, more inclusive range of knowledge and ways of knowing than at present and criteria for learning achievement should include assessment of "citizenship" as well as linear outcomes.
Table of Contents
1. Setting the Scene: The Wider Political Context 2. Who has Authority to Know? 3. That’s not a University Subject 4. ‘We Don’t Really Belong’ 5. Setting the Local Scene – the Learner Contexts 6. Excluded Versions of Truth 7. The Creation of Social Exclusion 8. Combating Social Exclusion: Being Inclusive About Difference 9. Changing Identities 10. Combating Social Exclusion Re-Assessed 11. Conclusions and Recommendations.
Julia Preece is Professor of Adult Education at the Durban University of Technology and Honorary Professor at the Universities of KwaZulu-Natal and the Free State in South Africa. She has published widely on adult education, lifelong learning and community engagement.