By Sue Jackson
Lifelong studying is a key characteristic of society at the present time, and is seemingly embraced through a variety of educators and running shoes, in addition to by means of governments and employers. during this wide-ranging publication, Sue Jackson indicates that universities were gradual to embody a lifelong studying time table, and argues that the lifelong studying reviews of girls – and particularly of working-class scholars – are seldom welcomed within the academy.
In its special issues of the studies of ladies scholars and lecturers, this booklet expounds an cutting edge and important research of girls in better schooling. it is going to provide a transparent indication of different techniques for novices, academics and coverage makers.
This publication 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 available and significant for deprived teams. it's going to additionally attract scholars of schooling, women's reports, gender reviews and sociology; and to these attracted to problems with gender, social category, feminist concept and feminist research.
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Extra info for Differently Academic?: Developing Lifelong Learning for Women in Higher Education
The ‘joy of being alive’ will outweigh hope-lessness, complacency and paranoia every time! It is for individual learners to identify needs and grasp opportunities, trying to negotiate their way around available learning opportunities, and taking responsibility for directing their own learning (see Field, 2000:27). Responsibilities of State and employers becomes nicely negated. John Field suggests that the Government has abdicated its responsibilities to leave individuals and groups to action and develop the lifelong learning agenda: 16 CHAPTER 1 Much has been promised in the public domain, but most of the action has taken place within the private domain, by individual actors and firms.
Perhaps neither. If ‘education is the best economic policy we have’ then it is the private domain of firms and employers that should set the educational requirements. It also makes good economic sense to leave the action to others. In addition, as Longworth and Davies show (above), if individuals do not act, we are hopeless and complacent. If we fail to get better jobs, lifestyles or communities, we get what we deserve. And if employers want a better trained workforce, they should take responsibility for that training.
Oppressed men, for instance, still oppress women; oppressed white women still oppress Black women, and so on. Paulo Freire has stated that “a humanizing education is the path through which men and women can become conscious about their presence in the world” (Freire and Frei, 1985, p14). And yet there is a danger in universalising a shared humanizing education, and there are many other paths through which we become conscious of our positions in the world and learn to ‘know’ who and what we are, particularly with regard to gender.