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A research-based foundational overview of contemporary adult education Foundations of Adult and Continuing Education distills decades of scholarship in the field to provide students and practitioners with an up-to-date practical resource. Grounded in research and focused on the unique needs of adult learners, this book provides a foundational overview of adult education, and an introduction to the organizations and practices developed to support adult learning in a variety of contexts. The discussion also includes select understandings of international adult education, policy, and methods alongside theoretical frameworks, contemporary and historical contexts, and the guiding principles of adult education today. Coverage of emerging issues includes the aging society, social justice, and more, with expert insight from leading authorities in the field. Many adult educators begin practice through the context of their own experiences in the field. This book provides the broader research, theory, and practice needed for a deeper understanding of adult education and its place in society. Learn the key philosophical and theoretical frameworks of adult education Survey the landscape of the field through contemporary and historical foundations Examine key guiding understandings and practices targeted to adult learners Delve into newer concerns including technology, globalization, and more Foundations of Adult and Continuing Education provides an expertly-led overview of the field, and an essential introduction to real-world practice.
Sponsored by the American Association of Adult & Continuing Education"This monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socio-economic context." --Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach "This new handbook captures the exciting intellectual and professional development of our field in the last decade. It is an indispensable resource for faculty, students, and professionals." --Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume--exploring a wealth of topics, including: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more. Much more than a catalogue of theory and historical facts, this handbook strongly reflects the values of adult educators and instructors who are dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices.
Flexibility has become a central concept in much policy and academic debate. Individuals, organizations and societies are all required to become more flexible so that they can participate in the ongoing processes of change involved in lifelong learning. This book explores how the notion of a learning society has developed over recent years: the changes that have given rise to the requirement for flexibility, and the changed discourses and practices that have emerged in the education and training of adults. With the growth in interest in adults as learners, (primarily to support economic competitiveness), the closed field of adult education has now been displaced by a more open discourse of lifelong learning. This involves not only changing practices such as moving towards open and distance-based learning, but also changing workplace identities. Learning settings are therefore changing places in a number of senses: they are places in which people change; they are subject to change; and they are changing to include the home and workplace as well as more formal settings. This book takes an unusually critical standpoint: it challenges contemporary trends, explores the uncertainties and ambivalences of the processes of change, and is suggestive of different forms of engagement with them. It will prove an important text for policy makers, workplace trainers and those working in the field of adult, further and higher education. Richard Edwards is currently a Senior Lecturer in post compulsory education at the Open University.
This Third Update on Adult Learning Theory follows two earlier volumes on the same topic, the first published in 1993 and the second in 2001. Only one topic, transformative learning theory, can be found in all three updates, representing the continuing developments in research and alternative theoretical conceptions of TL. Thanks to a growing body of research and theory-building, three topics briefly touched on in 2001 are now separate chapters in this third update: spirituality and adult learning learning through the body narrative learning in adulthood Also new in this update is a chapter on non-Western perspectives on learning and knowing. New developments in two other areas are also explored: understanding the connection between the brain and learning, and how modern and postmodern ways of knowing are converging and are bring expressed in social movements. The concluding chapter identifies two trends in adult learning theory for the twenty-first century: attention to context, and to the holistic nature of learning in adulthood. This is 119th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, New Directions for Adult and Continuing Education is an indispensable series that explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
Publisher Description
The 3rd edition of this introduction to and analysis of contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies brings readers up to date on the major research themes within the historical development of the field.
This book identifies key elements of an international framework to develop systems-level change to promote access to education, including higher education, for socio-economically marginalized groups. It is based on interviews with senior government officials and senior management in universities, non formal education and prisons across 12 countries in Europe. The book identifies systemic obstacles to and opportunities for promotion of access to education for socio-economically excluded groups that are issues transferable to other countries’ contexts. It adopts a systemic focus on access across a range of domains of education, both formal higher education and non-formal education, as well as prison education. Through a focus on a more dynamic structuralist systems framework it develops an innovative post-Bronfenbrennerian view of system levels in lifespan developmental and educational psychology. It also develops an international agenda for reform in relation to these various system levels for access to education for socio-economically marginalized groups, through extraction of key structural indicators to evaluate reform progress in a transparent, culturally sensitive manner. The book identifies current gaps and strengths in policy, practice and structures that impact upon access to education, including higher education, across a range of countries. These gaps and strengths are illustrative and are to inform a strategic approach to system level change and development for the promotion of access to education for socio-economically marginalized groups in Europe and beyond. “Too many educational practices entrench social exclusion: it is an urgent priority across Europe that social justice policies are implemented for the inclusion of marginalised groups. Paul Downes' analysis of these issues is timely. His conclusions are considered and practical: this book is a valuable and constructive resource for practitioners, academics and the policy community.” Professor Alistair Ross, Jean Monnet ad Personam Professor of Citizenship Education in Europe, Emeritus Professor of Education, Institute for Policy Studies in Education, London Metropolitan University