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Jocey Quinn, Anthony Haynes - Learning Communities and Imagined Social Capital, Häftad

Häftad, Engelska, 2011

Learning Communities and Imagined Social Capital

Learning to Belong

Av Jocey Quinn, Anthony Haynes

Del i serien Continuum Studies in Educational Research

537 kr

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Beskrivning
This volume critically explores themes of belonging, learning and community, drawing on a range of research studies conducted with adult learners in formal and informal contexts and employing interdisciplinary theory from education, feminist theory, cultural studies and human geography. Dominant but simplistic and regulatory ideas and practices of learning community in higher education and lifelong learning are critiqued. Instead, Jocey Quinn argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce imagined social capital. A rich variety of empirical data is used to explore and demonstrate how such imagined social capital works.
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Jocey Quinn is Professor of Education at the University of Plymouth, UK, and former Professor at the Institute for Policy Studies in Education at London Metropolitan University, UK. She is also Visiting Professor at the University of Exeter, UK.

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'Professor Quinn brings the spirit of pleasure to an intellectually expansive analysis of belonging and the material needs of the learner. In so doing, this study takes us well beyond the common place in considering the impact of lifelong learning.' Christina Hughes, Professor of Women and Gender and Chairperson in the Department of Sociology, University of Warwick, UK 'In this important new book Jocey Quinn sets out her innovative work on imagined social capital in ways which bring alive the some 200 diverse learners who formed part of her data rich research. Through her powerful and stimulating analysis of (imagined) social capital she invites us to re-imagine educational spaces, terrains and communities, to discover the fluidity of 'belonging'. This book is a timely intervention in debates about social capital and learning communities, arguing for new ways of belonging through resistance.' Sue Jackson, Professor of Lifelong Learning and Gender, Pro-Vice-Master for Learning and Teaching and Director of the Birkbeck Institute for Lifelong Learning, Birkbeck, University of London, UK 'Over the course of a hundred and fifty pages, the author has crafted a piece that combines theory development with the voices of research informants, educationalists, sociologists, philosophers, poets and authors of modern literature. This is a readable book.' Widening Participation and Lifelong Learning

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