Reconstructing the Lifelong Learner: Pedagogy and Identity in Individual, Organisational and Social ChangeRoutledge, 16. dec. 2003 - 204 sider How is adult learning used to produce personal, organisational and social change? This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change. The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following: * Self-help books * Work-based learning * Corporate culture training * AIDS education * Gender education * Sex offender education. A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way. |
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Reconstructing the Lifelong Learner: Pedagogy and Identity in Individual ... Clive Chappell Begrænset visning - 2003 |
Reconstructing the Lifelong Learner: Pedagogy and Identity in Individual ... Clive Chappell Ingen forhåndsvisning - 2003 |
Almindelige termer og sætninger
academic activities approach assumptions Australian Financial Review behaviour Chapter claim concept of identity conflict consciousness raising contemporary context corporate culture critical pedagogy critique define definitions discourses discussion employees example experience explore facilitator find first focus forms Foucault gender Gergen HIV/AIDS homeless young HOT game idea iden identification identity formation identity politics individual influence interest interventions involved issues knowledge Landmark Landmark Education learners learning London Lundstrom 2002 McKinsey modern notion one’s oneself organisational particular peda pedagogical practices people’s personal change perspective political portfolio position Postmodern poststructural produce professional psychological questions rational recognised reflection reflexive relation relationship Research restorative justice risk role safe sex scientific self-help books self-work sex offender education sexual health significant social specific strategies Studies suggest teacher teaching technologies textual theories tion tradition understanding University WBL programme women worker-learner workplace writing youth workers