Wallowitz, Laraine [Hrsg.]
Critical literacy as resistance

teaching for social justice across the secondary curriculum

New York [u.a.]
, Lang , 2008
Vereinigte Staaten , Hochschullehrer , Kritische Pädagogik , Hochschule , Student , Benachteiligter Critical Literacy as Resistance is a collaborate effort among secondary and university educators from across the United States that addresses questions such as: What does a critical literacy classroom look like? What various texts are used? What strategies do teachers use to encourage students and teacher candidates to recognize how texts construct power and privilege? How do educators inspire activism in and out of the classroom?This book documents the experiences of scholars and teachers who have successfully bridged theory and practice by applying critical literacy into their respective content areas. The authors spell out the difference between critical thinking and critical literacy, then show how to write and implement curriculum that incorporates diverse texts and multiple literacies in all content areas (including world language), and includes the voices of students as they confront issues of race, class, gender, and power. The principles and practices laid out here will help teachers use literacy to liberate and empower students both in and outside the classroom by respecting and studying the literacies students bring to school, while simultaneously teaching (and challenging) the literacies of those in power. This is a book for pre- and in-service teachers in all content areas, staff developers, secondary literacy specialists, university professors, and anyone interested in social justice. (Verlag)


Egger, Rudolf
Das Image der Volkshochschule in der Steiermark

eine empirische Untersuchung über die Bedingungen und Möglichkeiten des lebenslangen Lernens in einer dynamischen Gesellschaft

Berlin ; Münster ; Wien
, Lit , 2008 , 98 Seiten
Österreich , Steiermark , Erwachsenenbildung , Volkshochschule , Fremdeinschätzung , Lebenslanges Lernen , Teilnehmerforschung , Statistische Angaben , Öffentlichkeitsarbeit , Empirische Untersuchung Die Zahl der Menschen, die die Volkshochschule als unverzichtbare Orientierungshilfe für ihr lebensweltliches und praktisch-politisches Handeln nutzen, ist trotz massiver Alternativanbieter in den letzten Jahren stetig gestiegen. Wie in dieser empirischen Studie gezeigt werden kann, fußt dies sowohl auf einem inhaltlichen, als auch auf einem sozialen Fundament. Durch den Besuch der vielfältigen Kurse wird aus Sicht der Teilnehmenden der flüchtigen und oberflächlichen Informationsgesellschaft ein überschaubarer und erfahrbarer Lernort gegenübergestellt. Gleichzeitig wird das Alltagswissen, auf das sich Menschen verlassen können, systematisch erweitert. (Verlag)


Knoll, Joachim H.
Erwachsenenbildung - "ex abundantia cordis..."

Beiträge, Miszellen und Kommentare zur Erwachsenenbildung/Weiterbildung in europäischer Dimension, zum Lebenslangen Lernen und zur bürgerlichen Gesittung

, Impuls-Verl. , 2008 , 288 Seiten
Europäische Union , Erwachsenenbildung , Lebenslanges Lernen , Bildungspolitik , Informelles Lernen , Außerschulische Jugendbildung , Migration , Integration , Aufsatzsammlung


Hinzen, Heribert; Duke, Chris
Knowing more, doing better

challenges for CONFINTEA VI from monitoring EFA in non-formal youth and adult education

, Dvv Internat. , 2008 , 270 Seiten
Informelles Lernen , Erwachsener , Jugendlicher , Erwachsenenbildung , Lebenslanges Lernen , Internationale Erwachsenenbildung , Afghanistan , Bangladesch , Botswana , Brasilien , Äthiopien , Ghana , Indien , Malawi , Mexiko , Nepal , Nigeria , Philippinen , Südafrika , Tansania , Vietnam , Sambia


Hannan, Guy; Holford, John; Riddell, Sheila; Weedon, Elisabet; Litjens, Judith
Patterns of lifelong learning

policy & practice in an expanding Europe

Münster [u.a.]
, LIT , 2008 , 157 Seiten
Europäische Union , Erwachsenenbildung , Lebenslanges Lernen , Informationsgesellschaft , Inklusion , Ausgrenzung , Qualifikation , Lernbarriere , Bildungschance For the European Union, lifelong learning has become a means of achieving both competitiveness and social cohesion in an increasingly knowledge-based and globalised economy. Though the concept of lifelong learning is not new, it now coincides with a period of rapid EU expansion. The research project the book is based on examines how lifelong learning is understood and operationalised, especially in countries within the area of the EU's expansion. Europe, its policy-makers and peoples, need to know whether lifelong learning can contribute to the construction of a European identity - and if so, how. The research points to the importance of diverse national contexts, which suggests a single model of lifelong learning across the EU is unlikely to be achieved. While the EU may encourage a common policy, and this may generate significant national policy developments, these will be strongly influenced by national context: institutional, political, social, ideological. Many countries will continue - consciously or unconsciously - to "pick and choose" between different EU priorities. (Verlag)


Perry, Nicky ; Sherlock, David
Quality improvement in adult vocational education and training

transforming skills for the global economy

London [u.a.]
, Kogan Page , 2008
Unternehmen , Produktivität , Berufliche Weiterbildung , Qualifikation , Qualitätsmanagement , Vereinigtes Königreich


Dewan, Indra Angeli
Recasting race

women of mixed heritage in further education

Stoke on Trent [u.a.]
, Trentham Books , 2008
Vereinigtes Königreich , Nationale Minderheit , Frau , Weiterbildung , Berufslaufbahn The mixed race population has shown an unprecedented increase in Britain in the last few years, and mixed race is currently heralded as the UK's fastest growing ethnic group. Whilst this development has been reflected in the recent rapid growth in mixed race studies, this is the first book which specifically examines the relationship between mixed heritage women and the further education sector. Drawing on mixed race women's narratives on identity and further education, this book challenges some of the conceptualisations of race, culture and mixed race identity in contemporary sociological literature, and critically examines government discourses around personhood and equity identifiable in post-compulsory education policy. The data reveal that competing discourses of individualism, essentialism and postmodernism are at work, and that it is necessary to understand the interplay of these discourses in order to do justice to the complexity and multiplicity of ways in which the women in the study speak about their identities and experiences. Recasting Race" is important reading for those working in the fields of sociology, sociology of education, cultural studies, and gender and feminist studies, as well as for those developing and teaching on undergraduate and graduate courses in education, and PGCE and Cert Ed. courses. It discusses some of the implications the research has for feminist politics, and provides a source for future education policy and practice recommendations which take the experiences of mixed race people into account. (Verlag)


Tereseviciene, Margarita; Przybylska, Ewa; Zuzeviciute, Vaiva
Towards the professionalisation of adult educator's activities

challenges and perspectives ; monography

, 2008 , 190 Seiten
Erwachsenenbildner , Professionalisierung , Globalisierung , Lebenslanges Lernen , Lernen von Erwachsenen , Einstellung , Lernbarriere , Lernmotivation , Selbstgesteuertes Lernen , Organisationslernen , Informelles Lernen , Validierung , Professionalität , Europa