Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the 'messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners…mehr
Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the 'messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults. The book considers the significance of the Sustainable Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it can be argued that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners' prior knowledge, and the need for alternative approaches to assessment.
Jules Robbins is an independent researcher, UK, with over 25 years of experience teaching in secondary, primary and adult education. She is also a senior examiner of English. Alan Rogers was Visiting Professor at the University of East Anglia, UK and University of Nottingham, UK. He was a teacher, trainer and author in the field of adult education and international development with many years of experience working in Asia and Africa.
Inhaltsangabe
List of Tables Notes on Contributors Acknowledgements Series Editor Foreword Preface: The Changing World Jules Robbins (independent researcher UK) and Alan Rogers (University of East Anglia and University of Nottingham UK) 1. Being Part of the Social Change: Adult Education and Lessons from History Sharon Clancy (University of Nottingham UK) 2. Radical Adult Education Practitioners in the UK: The International League for Social Commitment in Adult Education 1984-94 Alan Tuckett (University of Wolverhampton UK) 3. Adult Learning and Social Justice: Health Wellbeing and the Inequalities of Power Lyn Tett (University of Edinburgh and Huddersfield UK) 4. Learning English in a Hostile Environment: A Study of Volunteer ESOL Teachers of Refugees and Asylum Seekers in the UK Lauren Bouttell (University of East Anglia UK) 5. A Refugee Third Sector Learning Ecology for Social Change: 'Covert Activism' Mary-Rose Puttick (Birmingham City University UK) 6. Discussion Groups with Older People: An Interface of Participatory Ageing and Social Change Kathleen Lane (University of East Anglia UK) 7.Tales of Adult Learning Relationships and Social Change within the National Citizen Service Natasha Rennolds (University of East Anglia UK) 8. The Achievements of Informal Adult Reading Group Talk through Vernacular Expression: Challenging the Dominant Discourses of Literary Study John Gordon (University of East Anglia UK) 9.Learning through the COVID-19 Pandemic: How the Pandemic Has Affected the Ways in which Adults Experience Learning in the UK Karen Fairfax-Cholmeley and Clare Meade (freelance consultants UK) 10. Learning to Live Sustainably?: A Case Study of a Community Gardening Scheme in Norwich Mahesh Pant (independent researcher UK) Concluding Reflections Alan Rogers (University of East Anglia and University of Nottingham UK) and Jules Robbins (independent researcher UK) Index
List of Tables Notes on Contributors Acknowledgements Series Editor Foreword Preface: The Changing World Jules Robbins (independent researcher UK) and Alan Rogers (University of East Anglia and University of Nottingham UK) 1. Being Part of the Social Change: Adult Education and Lessons from History Sharon Clancy (University of Nottingham UK) 2. Radical Adult Education Practitioners in the UK: The International League for Social Commitment in Adult Education 1984-94 Alan Tuckett (University of Wolverhampton UK) 3. Adult Learning and Social Justice: Health Wellbeing and the Inequalities of Power Lyn Tett (University of Edinburgh and Huddersfield UK) 4. Learning English in a Hostile Environment: A Study of Volunteer ESOL Teachers of Refugees and Asylum Seekers in the UK Lauren Bouttell (University of East Anglia UK) 5. A Refugee Third Sector Learning Ecology for Social Change: 'Covert Activism' Mary-Rose Puttick (Birmingham City University UK) 6. Discussion Groups with Older People: An Interface of Participatory Ageing and Social Change Kathleen Lane (University of East Anglia UK) 7.Tales of Adult Learning Relationships and Social Change within the National Citizen Service Natasha Rennolds (University of East Anglia UK) 8. The Achievements of Informal Adult Reading Group Talk through Vernacular Expression: Challenging the Dominant Discourses of Literary Study John Gordon (University of East Anglia UK) 9.Learning through the COVID-19 Pandemic: How the Pandemic Has Affected the Ways in which Adults Experience Learning in the UK Karen Fairfax-Cholmeley and Clare Meade (freelance consultants UK) 10. Learning to Live Sustainably?: A Case Study of a Community Gardening Scheme in Norwich Mahesh Pant (independent researcher UK) Concluding Reflections Alan Rogers (University of East Anglia and University of Nottingham UK) and Jules Robbins (independent researcher UK) Index
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