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Adult Education as Empowerment : Re-imagining Lifelong Learning through the Capability Approach, Recognition Theory and Common Goods Perspective.
・ISBN 978-3-030-67135-8 hard EUR 109.99
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お気に入り
★★★
| 著者・編者 | Boyadjieva, Pepka / Ilieva-Trichkova, Petya, |
|---|---|
| シリーズ | Palgrave Studies in Adult Education and Lifelong Learning |
| 出版社 | (Palgrave Macmillan, UK) |
| 出版年月 | 2021.03 |
| ページ数 | 343 pp. |
| 言語 | ENG |
| ニュース番号 | ＜662-L3881 662-P6356＞ |
解説
Winner of the AAACE Cyril O. Houle Award
This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with insights from recognition theory; the embeddedness approach; the political economic perspective for understanding public and private goods and the common goods perspective. The analysis draws on data from large-scale international studies - alongside qualitative data - and adopts a wide-ranging European comparative perspective. The book develops original instruments for measuring different dimensions of adult education as a common good, and its realisation in different social contexts. It is aimed at academics, students, practitioners, and policy makers interested in adult and/or higher education and the social justice perspective to human life.
This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with insights from recognition theory; the embeddedness approach; the political economic perspective for understanding public and private goods and the common goods perspective. The analysis draws on data from large-scale international studies - alongside qualitative data - and adopts a wide-ranging European comparative perspective. The book develops original instruments for measuring different dimensions of adult education as a common good, and its realisation in different social contexts. It is aimed at academics, students, practitioners, and policy makers interested in adult and/or higher education and the social justice perspective to human life.