Download Free Foucault And Lifelong Learning Book in PDF and EPUB Free Download. You can read online Foucault And Lifelong Learning and write the review.

Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part. With a breadth of international contributors and sites of analysis, this book offers insights into such questions as: What are the effects of lifelong learning policies within socio-political systems of governance? What does lifelong learning do to our understanding of ourselves as citizens? How does lifelong learning act in the regulation and re-ordering of what people do? The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.
Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part. With a breadth of international contributors and sites of analysis, this book offers insights into such questions as: What are the effects of lifelong learning policies within socio-political systems of governance? What does lifelong learning do to our understanding of ourselves as citizens? How does lifelong learning act in the regulation and re-ordering of what people do? The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.
"I highly appreciate the quality of Fejes’ and Dahlstedt’s research and writing. They manage to present in a comprehensible way some essential concepts of Foucault that help us to understand better what practices of lifelong learning, in a broad sense, are emerging nowadays in advanced liberal societies. In doing so, they contribute to the renewal of critical thinking in education. They convince me that such renewal is important and necessary... and I think both theoreticians and practitioners of lifelong learning will equally recognize and value this analysis, particularly also, because they present a good mix of theory and practice." -Professor Danny Wildemeersch Today, people are constantly encouraged to verbalise and disclose their "true" inner self to others, whether on TV shows, in newspapers, in family life or together with friends. Such encouragement to disclose the self has proliferated through discourses on lifelong learning through which each citizen is encouraged to become a constant learner. The Confessing Society takes a critical stance towards the modern relentless will to disclose the self and argues that society has become a confessing society. Drawing on Foucault’s later work on confession and governmentality, this book carefully analyses how confession operates within practices of lifelong learning as a way to shape activated and responsible citizens and provides examples of how it might be possible to traverse the confessional truth of the present time. Chapters include: Reflection and Reflective Practices Deliberation and Therapeutic Intervention Lifelong Guidance Medialised Parenting This controversial book is international in its scope and pursues current debates regarding trans-national policy and to research discussions on education, lifelong learning and governance, and it will provoke lively debate amongst educational practitioners, academics, postgraduate and research students in education and lifelong learning in Europe, North America and Australasia.
In liberal, democratic and capitalist societies today, we are increasingly invited to disclose our innermost thoughts to others. We are asked to turn our gaze inwards, scrutinizing ourselves, our behaviours and beliefs, while talking and writing about ourselves in these terms. This form of disclosure of the self resonates with older forms of church confession, and is now widely seen in practices of education in new ways in nurseries, schools, colleges, universities, workplaces and the wider policy arena. This book brings together international scholars and researchers inspired by the work of Michel Foucault, to explore in detail what happens when these practices of confession become part of our lives and ways of being in education. The authors argue that they are not neutral, but political and powerful in their effects in shaping and governing people; they examine confession as discursive and contemporary practice so as to provoke critical thought. International in scope and pioneering in the detail of its scrutiny of such practices, this book extends contemporary understanding of the exercise of power and politics of confessional practices in education and learning, and offers an alternative way of thinking of them. The book will be of value to educational practitioners, scholars, researchers and students, interested in the politics of their own practices.
Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy. By focusing on some of the ways Foucault has been placed in relation to educational questions or questions about education, Ball highlights the relationships between Foucault's concepts and methods, and educational research and analysis. An introductory chapter offers a brief explanation of some of Foucault's key concerns, while additional chapters explore ways in which Ball himself has sought to apply Foucault's ideas in addressing contemporary educational issues. In this intensely personal and reflective text, Ball offers an interpretation of his Foucault--That is, his own particular reading of the Foucauldian toolbox. Ideal for courses in education policy and education studies, this valuable teaching resource is essential reading for any education scholar looking for a starting point into the literature and ideas of Foucault.
FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK! The European Union is now a key player in making lifelong learning and adult education policy: this is the first book to explore a range of theoretical and methodological perspectives researchers can use to investigate its role. Chapters by leading experts and younger scholars from across Europe and beyond cover the evolution of EU policies, the role of policy ‘actors’ in what is often seen as the ‘black box’ of EU policy-making, and the contribution state theory can make to understanding the EU and its relations with Europe’s nations. They consider what theories of governmentality—drawing on the work of Foucault—can contribute. And they demonstrate how particular methodological approaches, such as ‘policy trails’, and the contribution the sociology of law, can make. Contributors include both specialists in adult education and scholars exploring how work from other disciplines can contribute to this field. This is the first book in a new series from the European Society for Research on the Education of Adults, and draws on work within its Network on Policy Studies in Adult Education.
Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship. Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration. Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.
This Handbook provides a comprehensive and up-to-date examination of lifelong learning. Across 38 chapters, including twelve that are brand new to this edition, the approach is interdisciplinary, spanning human resources development, adult learning (educational perspective), psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. This volume covers trends that contribute to the need for continuous learning, considers psychological characteristics that relate to the drive to learn, reviews existing theory and research on adult learning, describes training methods and learning technologies for instructional design, and explores current and future challenges to support continuous learning.
The demand for higher education worldwide is booming. Governments want well-educated citizens and knowledge workers but are scrambling for funds. The capacity of the public sector to provide increased and equitable access to higher education is seriously challenged.