Lifelong Learning as Critical Action
International Perspectives on People, Politics, Policy, and Practice
- Winner of the 2014 Cyril O. Houle Award for Outstanding Literature in Adult Education
In this era of economic uncertainty, there has been renewed interest in the benefits of adult and higher education for economic and professional gain. André P. Grace questions this perspective and advocates for a holistic view that also incorporates the social, cultural, and personal benefits of learning as a lifelong pursuit.
A detailed and thoughtful critique of the effects of neoliberalism and globalization on adult and higher education, this book examines the quality of lifelong learning in historical and contemporary contexts, with an emphasis on multivariate learner populations and education as a platform for social engagement, ethics, and justice. Weaving together academic analysis and first-person reflections, the author addresses the diverse needs of learners from Canada and around the world in a variety of social and economic situations.
An essential text for anyone interested in the development of lifelong-learning policy and practice, Lifelong Learning as Critical Action is a call to action that challenges readers to engage with lifelong learning as a critical, democratic, and inclusive process.Features:
- incorporates theoretical analyses, narrative vignettes, and first-person reflection to develop a compelling argument
- emphasizes multivariate learner populations and education as a platform for social engagement, ethics, and justice
- contains inclusive and holistic examples from Canada and around the world that situate the discussions in a real-life context
Table of Contents
PrefaceAcknowledgementsList of AcronymsIntroduction: Moving Beyond Omissions to Achieve Holistic, Proactive, and Inclusive Learning for All Chapter 1: Positioning Citizens, Situating Latter-Day Lifelong LearningChapter 2: Learners’ Quests to Live Full and Satisfying Lives Chapter 3: Lifelong Learning Chic in the Modern Practice of Adult Education: Historical and Contemporary Perspectives Chapter 4: Lifelong Learning as a Chameleonic Concept and Versatile Practice: Recounting Y2K Perspectives and Trends Chapter 5: International Educational Policy-Making in a Neoliberal Change Culture of Crisis and Challenge Chapter 6: Transnational Travesties for Sexual Minorities as Subaltern Learners: An Exchange with Robert J. Hill Conclusion: Beyond the Vast Economic Debacle References About the AuthorIndex
"His intellectual response is the call for a transformative discourse that he refers to as “lifelong learning as critical action.” In his words, “I use the idea . . . to provide perspectives on lifelong learning as a multi-dimensional historical and contemporary phenomenon with the potential to address instrumental, social, and cultural concerns within a more holistic approach to learning” (p. 11). His book, which arises from his groundings in the social movement traditions of Canadian adult education scholarship, nevertheless is also framed within a larger international policy and practice world. Read more...
— Budd L. Hall, University of Victoria, Journal of Adult Education Quarterly
"This is an astonishing book, dazzling in the way it interweaves politics, culture, history and economics to challenge the dominant neo-liberal interpretation of lifelong learning as lifelong schooling for global capitalism. The author argues that lifelong learning is irredeemably normative, central to living a full and satisfying life. Such a life demands freedom from homophobia, xenophobia, racism, ableism, sexism and heteronormativity—all the forces, ideologies and structures that diminish us all. He charts how lifelong educators can engage in critical action to confront these forces in an analysis that is international and historical in scope, weaves auto-ethnography with powerful descriptions of practice, and is distinguished throughout by a compelling, passionate, and refreshingly partisan advocacy. This is a book that should not be missed by anyone interested in what it means to educate ourselves, and others, to live in a world that places compassion and justice above profit, exclusion and exploitation." — Stephen Brookfield, Distinguished University Professor, School of Education, University of St. Thomas
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