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Researching Transitions in Lifelong Learning





ISBN 9780415495998
Published July 10, 2009 by Routledge
240 Pages

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Book Description

In today’s society, people and organisations increasingly undergo processes of transition. Experiences of change affect all areas of life: our jobs, relationships, status, communities, engagement in civil society, lifestyles, even understandings of our own identity. Each person must expect and make ready for transitions, engaging in learning as a fundamental strategy for handling change. This is where lifelong learning steps in. From career guidance to third age programmes, from ‘learning to learn’ in kindergarten to MBA, from Mozart for babies to gender re-assignment counselling, people face a crowded world of learning activities designed to help them through transitions.

Researching Transitions in Lifelong Learning presents new research from Britain, Australia and North America. The authors include leading scholars with established international reputations - such as Kathryn Ecclestone, Sue Webb, Gert Biesta, W. Norton Grubb, Nicky Solomon and David Boud - as well as emerging researchers with fresh and sometimes challenging perspectives. While emphasising the complexity and variety of people’s experiences of learning transitions, as well as acknowledging the ways in which they are embedded in the specific contexts of everyday life, the authors share a common interest in understanding the lived experiences of change from the learner’s perspective. This volume therefore provides an opportunity to take stock of recent research into transitions, seen in the context of lifelong learning, and outlines important messages for future policy and practice. It will also appeal to researchers worldwide in education and industrial sociology, as well as students on courses in post-compulsory education.

Table of Contents

1. Troubling transitions: learning and the changing life course  PART I: THEMES, METHODS AND CONCEPTS  2. Lost and found in transition: the implications of ‘identity’, ‘agency’ and ‘structure’ for educational goals and practices  3. A View of Canadian Lifelong-Learning Policy Culture through a Critical Lens  4.  Time, Individual Learning Careers, and Lifelong Learning  5. Who Is The ‘Responsible Learner’? Viewing learning careers through social narratives and recursive methodology  6. Older men’s lifelong learning: common threads/sheds  7. Biography, Transition and Learning in the Lifecourse: The role of narrative  PART II: CHANGING PLACES OF LEARNING  8. Approaches to Lifelong Learning: American Community Colleges and age inclusiveness  9. Two conceptual models for facilitating learners’ transitions to new post-school learning contexts  10. Worlds of difference: ‘dual sector’ institutions and higher education transitions  11. Improving Transfer from Vocational to Higher Education: International lessons  12. Imagined transitions: social and organisational influences on the student life-cycle  13. Accumulating knowledge in researching technology enhanced learning: going with the flows  PART III: TRANSITIONS THROUGH WORKING LIFE  14. Working out work: integrated development practices in organisations  15. "Drifting", "desperate" or just "diverse"? Researching young people in jobs without training  16. The limits of competency-based training and the implications for work  17. "Well, if the government won’t do it, we bloody well will!" Third Age Activism and Participatory Action Learning  18. Researching Transitions: trends and future prospects

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Editor(s)

Biography

John Field is Professor of Lifelong Learning at the University of Stirling and co-director of the Centre of Research in Lifelong Learning, Glasgow Caledonian University. He is author of Social Capital (Routledge, 2003) and co-editor of Lifelong Learning: Education across the lifespan (Routledge, 2000).

Jim Gallacher is Emeritus Professor of Lifelong Learning, Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is author of Researching Widening Access to Lifelong Learning: Issues and approaches in international research (Routledge, 2004) and Learning Outside the Academy (Routledge, 2006).

Robert Ingram is a Research Fellow at the Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is a political scientist who has worked on a number of studies in lifelong learning policy, and he has published a number of research papers.