Sue Jackson – författare

Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained.

The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles.

Organised in four sections the book looks at:

Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained.

The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles.

Organised in four sections the book looks at:

This book opens up ways to engage critically with what counts as innovatory practice in lifelong learning today, locating its discussion of innovations in lifelong learning within an international and comparative framework.

Innovations in Lifelong Learning engages first hand with issues and concerns from around the globe, offering an international perspective on current trends through its range of contributions from across the UK, Australia, New Zealand and the US. The broad focus allows for diverse information on the nature of these changes to come together under an assortment of empirical, theoretical and methodological approaches.

The book takes three key elements of lifelong learning:

It links these with themes on diversity, social justice and economic and global development so as to negotiate and re-negotiate the constant importance of innovation with employers, learners and educational institutions.

All those working in the broad arena of lifelong learning will benefit from this comprehensive examination of current debates in the field, including policy-makers, researchers, teachers, lecturers, educational managers and employers engaged with work-based learning.

This book opens up ways to engage critically with what counts as innovatory practice in lifelong learning today, locating its discussion of innovations in lifelong learning within an international and comparative framework.

Innovations in Lifelong Learning engages first hand with issues and concerns from around the globe, offering an international perspective on current trends through its range of contributions from across the UK, Australia, New Zealand and the US. The broad focus allows for diverse information on the nature of these changes to come together under an assortment of empirical, theoretical and methodological approaches.

The book takes three key elements of lifelong learning:

It links these with themes on diversity, social justice and economic and global development so as to negotiate and re-negotiate the constant importance of innovation with employers, learners and educational institutions.

All those working in the broad arena of lifelong learning will benefit from this comprehensive examination of current debates in the field, including policy-makers, researchers, teachers, lecturers, educational managers and employers engaged with work-based learning.

Planning in settler-colonial countries is always taking place on the lands of Indigenous peoples. While Indigenous rights, identity and cultural values are increasingly being discussed within planning, its mainstream accounts virtually ignore the colonial roots and legacies of the discipline’s assumptions, techniques and methods. This ground-breaking book exposes the imperial origins of the planning canon, profession and practice in the settler-colonial country of Australia.

By documenting the role of planning in the history of Australia’s relations with Indigenous peoples, the book maps the enduring effects of colonisation. It provides a new historical account of colonial planning practices and rewrites the urban planning histories of major Australian cities. Contemporary land rights, native title and cultural heritage frameworks are analysed in light of their critical importance to planning practice today, with detailed case illustrations. In reframing Australian planning from a postcolonial perspective, the book shatters orthodox accounts, revising the story that planning has told itself for over 100 years. New ways to think and practise planning in Indigenous Australia are advanced.

Planning in Indigenous Australia makes a major contribution towards the decolonisation of planning. It is essential reading for students and teachers in tertiary planning programmes, as well as those in geography, development studies, postcolonial studies, anthropology and environmental management. It is also vital reading for professional planners in the public, private and community sectors.

Planning in settler-colonial countries is always taking place on the lands of Indigenous peoples. While Indigenous rights, identity and cultural values are increasingly being discussed within planning, its mainstream accounts virtually ignore the colonial roots and legacies of the discipline’s assumptions, techniques and methods. This ground-breaking book exposes the imperial origins of the planning canon, profession and practice in the settler-colonial country of Australia.

By documenting the role of planning in the history of Australia’s relations with Indigenous peoples, the book maps the enduring effects of colonisation. It provides a new historical account of colonial planning practices and rewrites the urban planning histories of major Australian cities. Contemporary land rights, native title and cultural heritage frameworks are analysed in light of their critical importance to planning practice today, with detailed case illustrations. In reframing Australian planning from a postcolonial perspective, the book shatters orthodox accounts, revising the story that planning has told itself for over 100 years. New ways to think and practise planning in Indigenous Australia are advanced.

Planning in Indigenous Australia makes a major contribution towards the decolonisation of planning. It is essential reading for students and teachers in tertiary planning programmes, as well as those in geography, development studies, postcolonial studies, anthropology and environmental management. It is also vital reading for professional planners in the public, private and community sectors.

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being.

Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative.

The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being.

Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative.

The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.

Lifelong learning is a key feature of society today, and is apparently embraced by a wide range of educators and trainers, as well as by governments and employers. In this wide-ranging book, Sue Jackson shows that universities have been slow to embrace a lifelong learning agenda, and argues that the lifelong learning experiences of women – and especially of working-class students – are seldom welcomed in the academy.

In its unique considerations of the experiences of women students and academics, this book expounds an innovative and critical analysis of women in higher education. It will give a clear indication of alternative strategies for learners, teachers and policy makers.

This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups. It will also appeal to students of education, women''s studies, gender studies and sociology; and to those interested in issues of gender, social class, feminist theory and feminist research.