Beatrix Niemeyer – författare

Large scale changes in work and education are a key feature of contemporary global transformations, with a pervasive politics that affects people’s experiences of workplaces and learning spaces.This thought-provoking book uses empirical research to question prevailing debates surrounding compliance at work, education and lifelong learning, and emphasises the importance of debate and dissent within the current terms and conditions of work. Examining a number of types of work, including teaching, nursing and social work, through a transnational research space, the contributors investigate how disturbances in work both constrain and enable collective identities in practical politics. Structured around three main themes, the book covers: Disturbed work: with cases of occupational reform in nursing and vocational teaching in Finland and re-regulating work in Australia Disturbing work: examining contested occupational knowledge in German school to work transitions, paraprofessional healthwork in the UK, social work in Finland, and mobilising professional expertise in US Community College faculty and Australian adult literacy Transforming politics: negotiating an ageing workforce in Germany, young adults moving through identities and careers, building a politics of ‘we’ through a global book projectAn enlightening collection of international contributions, this book will appeal to all postgraduate students, researchers and policy makers, in education, work, and lifelong learning.

This book is based on the work of a European partnership, whose members came together from Belgium, England, Finland, Germany, Portugal and Greece to generate new ways of thinking about the situation of young people aged between 14 and 25 who are at risk of (or experiencing) social exclusion. It offers a unique international analysis of policies, contexts and perspectives, and the challenges of promoting lifelong learning among those who have rejected it early in life. This volume is of interest to researchers and practitioners, politicians, planners and all professionals holding the responsibility for integration strategies.

Braucht Europa eine "neue Lernkultur"? Der Band gibt einen Uberblick uber Erfahrungen mit neuen Modellen des Lernens und institutionellen Veranderungen der beruflichen Bildung und Weiterbildung in europaischen Landern.

This book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme. Our goal was to work collaboratively to generate new ways of thinking about the situation of people aged between 14 and 25 who are at risk of (or experiencing) social exclusion, set in the context of a unique international analysis of policies, contexts and perspectives on the problems of social exclusion in Europe and the challenges of promoting lifelong learning among those who have rejected it early in life. We set out to examine programmes which help people to RE-ENTER pathways of education and training, but ended with approaches which are better characterised by their ability to RECONNECT people, not only to opportunities in the social structures but also to each other and to their communities We have developed new models and guidelines based on analysis of the best of European practice using the distinctive approaches of 'situated learning'. By an iterative and collaborative method of working, we have arrived at the concept and approaches of Learning Communities Centred on Practice (LCPs), which lie at the heart of this volume.