Elizabeth Knight - Böcker

Over the last forty years, the International Journal of Lifelong Education has become a global leader in the field of research on adult education and lifelong learning. Drawing extensively on articles published in the journal, scholars from Africa, Asia, North and South America, Australasia and Europe reflect in two volumes on how the field has evolved over four decades, and on the strengths and weaknesses of its contributions to knowledge.The second of two volumes, this book is based on a collective research project, carried out largely by members of the journal’s editorial advisory board, on what it has published over four decades. The introduction explains the origins development of the journal, the sometimes-passionate debates in the wider field, and the approach and concerns of those who conducted this research. Other chapters explore critical areas of debate (citizenship and its learning, learning and work, and widening participation and higher education); ‘political’ and ‘scientific’ dimensions in intergovernmental organisations’ policy work; inequality and lifelong education; opportunities and tensions created in universities by lifelong learning; and the development of studies of learning in later life since the 1980s. Two concluding chapters examine the influence of Paolo Freire and Jack Mezirow.The two volumes will appeal to researchers, teachers and professionals in lifelong learning and adult education, as well as to those interested in the development of knowledge in fields of science and practice.

Over the last forty years, the International Journal of Lifelong Education has become a global leader in the field of research on adult education and lifelong learning. Drawing extensively on articles published in the journal, scholars from Africa, Asia, North and South America, Australasia and Europe reflect in two volumes on how the field has evolved over four decades, and on the strengths and weaknesses of its contributions to knowledge.The second of two volumes, this book is based on a collective research project, carried out largely by members of the journal’s editorial advisory board, on what it has published over four decades. The introduction explains the origins development of the journal, the sometimes-passionate debates in the wider field, and the approach and concerns of those who conducted this research. Other chapters explore critical areas of debate (citizenship and its learning, learning and work, and widening participation and higher education); ‘political’ and ‘scientific’ dimensions in intergovernmental organisations’ policy work; inequality and lifelong education; opportunities and tensions created in universities by lifelong learning; and the development of studies of learning in later life since the 1980s. Two concluding chapters examine the influence of Paolo Freire and Jack Mezirow.The two volumes will appeal to researchers, teachers and professionals in lifelong learning and adult education, as well as to those interested in the development of knowledge in fields of science and practice.

First Published in 1998. For many primary teachers who do not have a Physical Education specialism the Physical Education (PE) lesson can be a daunting experience. This book aims to consider some of the possible reasons why the Physical Education lesson, although adequately planned, can go disastrously wrong, leaving the teacher feeling that he or she has lost control. The focus will be on children who do not do as they are told or what is being asked of them within lessons. With practical examples, the book aims to guide the inexperienced, unconfident teacher when taking class Physical Education lessons and provide useful information in order that the pitfalls are avoided. It provides examples of how teachers within Physical Education lessons can be more successful in providing for children with special needs.

First Published in 1998. For many primary teachers who do not have a Physical Education specialism the Physical Education (PE) lesson can be a daunting experience. This book aims to consider some of the possible reasons why the Physical Education lesson, although adequately planned, can go disastrously wrong, leaving the teacher feeling that he or she has lost control. The focus will be on children who do not do as they are told or what is being asked of them within lessons. With practical examples, the book aims to guide the inexperienced, unconfident teacher when taking class Physical Education lessons and provide useful information in order that the pitfalls are avoided. It provides examples of how teachers within Physical Education lessons can be more successful in providing for children with special needs.

This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century.

This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century.

This book explores how the increasing need for specific kinds of parental engagement impacts care-experienced young peoples' trajectories.

This book explores how the increasing need for specific kinds of parental engagement impacts care-experienced young peoples' trajectories.

This book explores how career development experiences during education are relevant for wellbeing in youth career transitions from an interdisciplinary lens, using longitudinal data from different national educational contexts.