Investigates the 'why' and 'how' of the assumed relationship between adult learning, literacy and social change, offering new theoretical, methodological and empirical insights from around the world.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Anna Robinson-Pant is Professor of Education at the School of Education and Lifelong Learning, University of East Anglia, UK.
Catherine Kell is Associate Professor in the School of Education at the University of Cape Town, South Africa.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Hardcover. Etat : new. Hardcover. Offering new theoretical, empirical and methodological perspectives on adult literacy, lifelong learning and social change, this book challenges traditional debates on adult literacy and development. The volume brings together debates and research from the Global South and Global North and is original in moving beyond descriptive accounts of adult literacy programmes, classrooms and a focus on best practice. It provides both a historical perspective on this field as well as looking forward to future research and pedagogical directions.By broadening from an international development to a social change perspective, this book offers an alternative starting point. Unlike development, social transformation does not set a specific agenda, nor assume a certain endpoint. The authors set out to investigate the why and how of the assumed connections between adult learning, literacy and social change, contributing a deeper understanding into the complex and often unpredictable - processes involved.As well as focusing on literacy learning in classrooms and educational programmes, the book explores literacy practices and adult learning in everyday spaces, including social movements, religious poetry and community initiatives. Case studies from different cultural contexts introduce alternative theoretical lenses, like the concept of the enacted body to explore a womans experience of learning and social change in Nepal; or investigating how religious poetry shared between generations in Iran could be working against social change. Investigates the why and how of the assumed relationship between adult learning, literacy and social change, offering new theoretical, methodological and empirical insights from around the world. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781350400702
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Hardcover. Etat : new. Hardcover. Offering new theoretical, empirical and methodological perspectives on adult literacy, lifelong learning and social change, this book challenges traditional debates on adult literacy and development. The volume brings together debates and research from the Global South and Global North and is original in moving beyond descriptive accounts of adult literacy programmes, classrooms and a focus on best practice. It provides both a historical perspective on this field as well as looking forward to future research and pedagogical directions.By broadening from an international development to a social change perspective, this book offers an alternative starting point. Unlike development, social transformation does not set a specific agenda, nor assume a certain endpoint. The authors set out to investigate the why and how of the assumed connections between adult learning, literacy and social change, contributing a deeper understanding into the complex and often unpredictable - processes involved.As well as focusing on literacy learning in classrooms and educational programmes, the book explores literacy practices and adult learning in everyday spaces, including social movements, religious poetry and community initiatives. Case studies from different cultural contexts introduce alternative theoretical lenses, like the concept of the enacted body to explore a womans experience of learning and social change in Nepal; or investigating how religious poetry shared between generations in Iran could be working against social change. Investigates the why and how of the assumed relationship between adult learning, literacy and social change, offering new theoretical, methodological and empirical insights from around the world. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9781350400702
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