Richard Waller - Böcker

Peter Jarvis is a towering figure in adult and lifelong education and a leading and original theorist of learning. This book explores the breadth and significance of his work. Sixteen chapters by leading international scholars explain and engage critically with his theorisation of learning, and with his extensive writings on the sociology, politics, ethics and history of adult education, and on professional education, lifelong learning and the learning society. The authors discuss his ideas, their influence and origins. They cover his contribution to learning theory, the recurring ethical themes in his writing, and the implications of his work for areas such as the education of migrants. They explore his global engagement as a scholar not only in different areas of lifelong education, but across the world: much-travelled, Peter Jarvis has supported the growth of adult education as a humane profession – as well as a field of study – in Africa, Asia, North and South America, and Australasia, as well as Europe. They also address the intense humanism of his work, which has been continually informed by theological and ethical concerns: though he taught for three decades at the University of Surrey, where he was Head of the Department of Educational Studies and is now Emeritus Professor, he has been a Minister of the Methodist Church for over half a century. This book was originally published as a special issue of the International Journal of Lifelong Education.

Everyone "knows" the Maasai as proud pastoralists who once dominated the Rift Valley from northern Kenya to central Tanzania.But many people who identity themselves as Maasai, or who speak Maa, are not pastoralist at all, but farmers and hunters. Over time many different people have "become" something else. And what it means to be Maasai has changed radically over the past several centuries and is still changing today.This collection by historians, archaeologists, anthropologists and linguists examines how Maasai identity has been created, evoked, contested, and transformed from the time of their earliest settlement in Kenya to the present, as well as raising questions about the nature of ethnicity generally.

A multi-disciplinary approach to studying ethnicity in Africa.Many of the people who identify themselves as Maasai, or who speak the Maa language, are not pastoralist at all, but framers and hunters. Over time many people have 'become' something else, adn what it means to be Maasai has changed radically over the past several centuries and is still changing today.This collection by historians, archaeologists, anthropologists and linguists examines how Maasai identity has been created, evoked, contested and transformed.North America: Ohio U Press; Tanzania: Mkuki na Nyota; Kenya: EAEP

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 first of two volumes, this book offers rich insights into the nature of lifelong education, its development over the forty years of the journal (and more), and what challenges the field will be called upon to address in the future. Chapters cover global trends that have influenced lifelong education; the nature of the field as reflected in publications, based on detailed quantitative analysis; why connection with radical social movements justifies continuing optimism in the field’s capacity to help make a better world; the nature of ethical practice in the field; neuroscience research’s significance for transformative learning theory; international organisations’ role; the importance of critical social theory; and Paulo Freire’s significance for the field.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 first of two volumes, this book offers rich insights into the nature of lifelong education, its development over the forty years of the journal (and more), and what challenges the field will be called upon to address in the future. Chapters cover global trends that have influenced lifelong education; the nature of the field as reflected in publications, based on detailed quantitative analysis; why connection with radical social movements justifies continuing optimism in the field’s capacity to help make a better world; the nature of ethical practice in the field; neuroscience research’s significance for transformative learning theory; international organisations’ role; the importance of critical social theory; and Paulo Freire’s significance for the field.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.

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.

This book explores higher education, social class and social mobility from the point of view of those most intimately involved: the undergraduate students.

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple  heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary  backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling.This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.

A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds, and as a way of reproducing social advantage for the better off. With the number of young people from the very highest socio-economic groups entering university in the UK having effectively been at saturation point for several decades, the expansion witnessed in participation rates over the last few decades has largely been achieved by a modest broadening of the base of the undergraduate population in terms of both social class and ethnic diversity.However, a growing body of evidence exists in the continuation of unequal graduate outcomes. This can be seen in terms of employment trajectories in the UK. The issue of just who enjoys access to which university, and the experiences and outcomes of graduates from different institutions remain central to questions of social justice, notably higher education’s contribution to social mobility and to the reproduction of social inequality. This collection of contemporary original writings explores these issues in a range of specific contexts, and through employing a range of theoretical and methodological approaches. The relationship between higher education and social mobility has probably never been under closer scrutiny. This volume will appeal to academics, policy makers, and commentators alike. Higher Education and Social Inequalities is an important contribution to the public and academic debate.

A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds, and as a way of reproducing social advantage for the better off. With the number of young people from the very highest socio-economic groups entering university in the UK having effectively been at saturation point for several decades, the expansion witnessed in participation rates over the last few decades has largely been achieved by a modest broadening of the base of the undergraduate population in terms of both social class and ethnic diversity.However, a growing body of evidence exists in the continuation of unequal graduate outcomes. This can be seen in terms of employment trajectories in the UK. The issue of just who enjoys access to which university, and the experiences and outcomes of graduates from different institutions remain central to questions of social justice, notably higher education’s contribution to social mobility and to the reproduction of social inequality. This collection of contemporary original writings explores these issues in a range of specific contexts, and through employing a range of theoretical and methodological approaches. The relationship between higher education and social mobility has probably never been under closer scrutiny. This volume will appeal to academics, policy makers, and commentators alike. Higher Education and Social Inequalities is an important contribution to the public and academic debate.

Peter Jarvis is a towering figure in adult and lifelong education and a leading and original theorist of learning. This book explores the breadth and significance of his work. Sixteen chapters by leading international scholars explain and engage critically with his theorisation of learning, and with his extensive writings on the sociology, politics, ethics and history of adult education, and on professional education, lifelong learning and the learning society. The authors discuss his ideas, their influence and origins. They cover his contribution to learning theory, the recurring ethical themes in his writing, and the implications of his work for areas such as the education of migrants. They explore his global engagement as a scholar not only in different areas of lifelong education, but across the world: much-travelled, Peter Jarvis has supported the growth of adult education as a humane profession – as well as a field of study – in Africa, Asia, North and South America, and Australasia, as well as Europe. They also address the intense humanism of his work, which has been continually informed by theological and ethical concerns: though he taught for three decades at the University of Surrey, where he was Head of the Department of Educational Studies and is now Emeritus Professor, he has been a Minister of the Methodist Church for over half a century. This book was originally published as a special issue of the International Journal of Lifelong Education.

This book explores higher education, social class and social mobility from the point of view of those most intimately involved: the undergraduate students.

What are the challenges for the current generation of graduate millennials? The role of universities and the changing nature of the graduate labour market are constantly in the news, but less is known about the experiences of those going through it.This book traces the transition to the graduate labour market of a cohort of middle-class and working-class young people who were tracked through seven years of their undergraduate and post-graduation lives. Using personal stories and voices, the book provides fascinating insights into the group’s experience of graduate employment and how their life-course transitions are shaped by their social backgrounds and education. Critically evaluating current government and university policies, it shows the attitudes and values of this generation towards their hopes and aspirations on employment, political attitudes and cultural practices.

What are the challenges for the current generation of graduate millennials? The role of universities and the changing nature of the graduate labour market are constantly in the news, but less is known about the experiences of those going through it.This book traces the transition to the graduate labour market of a cohort of middle-class and working-class young people who were tracked through seven years of their undergraduate and post-graduation lives. Using personal stories and voices, the book provides fascinating insights into the group’s experience of graduate employment and how their life-course transitions are shaped by their social backgrounds and education. Critically evaluating current government and university policies, it shows the attitudes and values of this generation towards their hopes and aspirations on employment, political attitudes and cultural practices.

Selling Our Youth explores how the class origins of recent graduates continue to shape their labour market careers and thus reproduce class privilege and class disadvantage. It shows how class and gender combine to influence these young adults’ opportunities and choices, in an era when this generation has been characterized as the first likely to end up worse off economically than their parents.The authors draw upon the landmark Paired Peers research project – an empirical longitudinal study of recent graduates in England – to explore their experiences of the contemporary globalized labour market. It demonstrates how many of these young, well qualified adults struggle to achieve stable and rewarding employment in the context of the overstocked graduate supply, precarious work and exploitative working conditions. Government policies of austerity, which were in place when these young people graduated in 2013, meant this generation faced the challenges of a lower wage economy and a housing crisis. The subsequent arrival of Covid-19 and its disastrous impacts on the local and global economy are making these challenges even tougher. The authors further explore the way differences of class and gender impact upon graduate trajectories.

Theoretical Perspectives on Learning and Teaching showcases the ways in which theories, from education and beyond, have been used by researchers who have recently completed their doctoral studies in education. The studies are contextualised across different UK education sectors from primary education to higher education.Engaging with theory is one of the key criteria for assessing doctoral studies across disciplines. Research shows that recent doctoral graduates often struggle to transition from being researchers to publishing in academic books and journals. This collection, featuring chapters from thirteen recent education doctoral researchers, provides an opportunity for recent graduates to showcase how they engaged with theory in their doctoral studies. Each chapter highlights how different theories were applied or developed in their research across various educational sectors and explores how theory informed or was generated by their studies, utilizing diverse methods such as narrative inquiry, mixed methods research, creative methods, evaluation techniques, and ethnographic methods.Readers who are doctoral researchers themselves and their supervisors will find the chapters stimulate thinking and discussion about the diverse range of theories that can be drawn upon to inform research at different stages of the study, from design to analysis. The focus on ‘lessons from doctoral studies’ will benefit readers who are postgraduate researchers and their supervisors, as well as the wider education research community.

This edited volume is the first to exclusively feature the work of doctoral graduates themselves. Critical Perspectives on Educational Policies and Professional Identities offers an important example of doctoral study within the field of education policy, emphasising the impact and transferability of findings across a range of educational sectors.The collection features the cutting-edge work of 14 doctoral graduates from the University of the West of England (UWE), generally writing in collaboration with an experienced academic from their supervisory team. The volume explores the issue of education policy and its impact on the professional identities of those working across the sector, including the changing professional and policy contexts currently confronting doctoral candidates and their peers. The chapters are arranged into three thematic sections, each featuring work from a wide range of educational settings: Constructions of the Professional and Society; Interrogating Approaches to Becoming, Being and Developing as Education Professionals; and Challenging Education Policy and Practice.The doctoral graduate is lead author in all instances, and the process of curating and developing the collection to offer Early Career Researchers a supported pathway into academic publication is outlined in the editors’ opening contribution. In the concluding chapter, Prof Meg Maguire (KCL) reflects upon the role of professional doctorates in aiding our understanding of educational policies and professional identities across the sector.