The Palgrave International Handbook on Adult and Lifelong Education and Learning

von: Marcella Milana, Sue Webb, John Holford, Richard Waller, Peter Jarvis

Palgrave Macmillan, 2017

ISBN: 9781137557834

Sprache: Englisch

1049 Seiten, Download: 11400 KB

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The Palgrave International Handbook on Adult and Lifelong Education and Learning

	Contents	5
	About the Editors	11
	List of Figures	13
	List of Tables	15
	1 Introduction to the Handbook	17
	Handbook Overview	21
	How to Use This Handbook	23
	References	24
	Thinking and Rethinking the Field	25
	Introduction	25
	2 Contemporary Adult and Lifelong Education and Learning: An Epistemological Analysis	29
	Abstract	29
	Introduction	29
	The Epistemological Framework	31
	Disciplinary Epistemology	33
	Constructivist Epistemology	33
	Emancipatory Epistemology	35
	Instrumental Epistemology	36
	The Epistemologies in Context	37
	Critique of Instrumentalism in Adult and Lifelong Education and Learning	41
	A New Epistemology?	43
	References	46
	3 Exercising Clarity with Transformative Learning Theory	51
	Abstract	51
	Background	52
	The Evolution from a Theory to a Metatheory	55
	Transformative Learning as a Metatheory: Definition and Criteria	57
	The Development of a Conceptual Tool	58
	Worldview	60
	Self	60
	Epistemology	61
	Ontology	61
	Behaviour	62
	Capacity	62
	The Typology as a Conceptual Tool	62
	Using the Typology: An Example	63
	Conclusion	66
	References	67
	4 Critical Adult Education Theory: Traditions and Influence	69
	Abstract	69
	Introduction	69
	Marxism and Critical Theory	71
	Critical Pedagogy	74
	Critique as Critical Adult Education Theory	78
	Conclusion	84
	References	85
	5 From Radical Adult Education to Social Movement Learning	91
	Abstract	91
	Social Movements Today	93
	The Politics of the Old and New in Social Movement Theory and Practice	96
	The Limits of the Old and the New in Social Movement Theory and Practice	99
	Moving Forward from the Old and the New in Social Movement Theory and Research	101
	Key Challenges for Social Movement Learning Research	103
	References	104
	6 Adult Learning and Communicative Rationality	109
	Abstract	109
	Introduction	109
	Learning and Education	110
	Learning and Life	114
	Learning and Communicative Action	116
	The Critical Potential of Experience	119
	Conclusion	123
	References	124
	7 Adult Education and the ‘Learning’ Turn	126
	Abstract	126
	Introduction	126
	From Adult Education Towards a Lifelong Learning Order	127
	Understanding Educational Change	128
	Analytic Borderlands	130
	Researching Contexts	131
	Spaces of Governing	132
	Remaking TAFE as VET	135
	‘Lifelong Learning’: Transdiscursive Entanglements	136
	Travelling Ideas	137
	‘Adult Education’: Multicultural Entanglements	138
	Remaking Educational Knowledge	139
	Remaking Educational Governance	139
	‘Lifelong Education’: Diachronic Entanglements	140
	Disturbing Work	141
	Re-imagining Knowledge-Based Regulation	142
	Towards Sustainable Lifelong Education	143
	References	144
	8 Limit Situations. Adult Education and Critical Awareness Raising	147
	Abstract	147
	Introduction	147
	Reading the Wor(l)d	148
	Paradoxes of Emancipation	151
	The Rise of Neo-Liberal and Neo-Managerialist Discourses	153
	Interrupting the Senses	155
	Education for Critical Awareness Reconsidered	158
	In Conclusion: The Future of Commitment in Adult Education	160
	References	162
	9 Revisiting Paulo Freire: Adult Education for Emancipation	165
	Abstract	165
	Introduction	165
	A Short Review on Paulo Freire’s Life and Works	167
	Key Concepts for Revisiting Paulo Freire	168
	Culture	169
	Dialogue	170
	Literacy ‘Method’	172
	The Oppressor and the Oppressed	175
	Conscientisation	176
	The Educator	177
	Conclusions	178
	References	180
	10 Learning and Experience: A Psycho-Societal Approach	183
	Abstract	183
	Introduction	183
	Learning as a Social and Cultural Process	185
	Learning and the Experience of Everyday Life in Capitalism	189
	A Methodology for Understanding Subjective Experience	191
	The Core of a New Learning Theory: Socialization, Sensory Experience, and Language Games	193
	Psycho-Societal Methodology and Critical Social Research	195
	Perspectives for Learning Theory	197
	References	200
	11 Complexity, Adult Biographies and Co-operative Transformation	204
	Abstract	204
	Adult Learning and Lives: Overcoming Fragmentation	204
	Complexity of Life and Learning	209
	A Layered Theory of Learning	211
	Biographically Oriented Education: From Dichotomy to Composition	213
	Biographically Oriented Co-operative Inquiry: Complexity in Action	215
	Conclusions	217
	References	218
	12 Economics and the Political Economy of Adult Education	223
	Abstract	223
	Introduction	223
	A Critical Overview of the Contribution of the Economics of Education to Research and Policy on Adult Education	224
	The Foundations for Economists’ Interest in (Adult) Education	224
	The Relevance of the Human Capital Framework for Adult Education	225
	So What’s Wrong with the Human Capital Framework?	225
	A Wider Social Science Approach: The Political Economy of Adult Education	228
	Shifts in the OECD Policy Agenda on Adult Education and the Role of Alternative Political Economy Perspectives	229
	Recurrent Education: Modernization–Keynesian Framework	229
	Lifelong Learning: Neoclassical Framework	230
	Skills Strategy: New Political Economy of Skills Framework	232
	Some Implications and Challenges for Research on Adult Education	233
	The Diversification of Research and Perspectives	233
	Reframing Perspectives on the Role of Adult Education in Society	234
	References	235
	13 The Critical Turn in Human Resources Development	239
	Abstract	239
	The Importance of Theory to Practice	242
	Critical Paradigms Used in HRD	243
	A Need for Critical HRD: An Emerging Paradigm	246
	Taking a Radical Turn: Critical Race Theory	248
	Why Should We Care?	249
	References	251
	14 Learning and Identity Development at Work	257
	Abstract	257
	Introduction: Changing Ideas About the Development of Identities at Work	257
	Models of Learning for Supporting Identity Development at Work	261
	First Representation of Identity Development at Work: ‘Learning as Becoming’	265
	Second Representation of Identity Development at Work: Learning Can Be Represented as Occurring Across Four Domains	267
	Relational Development	267
	Cognitive Development	268
	Practical Development	269
	Emotional Development	270
	Third Representation of Identity Development at Work: Learning Takes Place in the Context of Opportunity Structures Within Which Individuals Operate	272
	Conclusion	273
	References	275
	15 Lifelong Learning as an Emancipation Process: A Capability Approach	278
	Abstract	278
	Introduction	278
	The Capability Approach and Studies on Education	280
	Brief Overview of the Capability Approach	280
	Main Studies Applying the Capability Approach to Research in Education	281
	Multiple Roles of Education—The Capability Approach as a Way to Go Beyond the Human Capital Approach	282
	The Capability Approach and Social Justice in Education	283
	Conceptualizing Lifelong Learning Within the Capability Approach Perspective	284
	A Conceptual Model of Lifelong Learning Roles	287
	The Capability Approach Lens for Empirical Studies on Adult Education	288
	Data	288
	Inclusion and Fairness in Participation in Adult Education	289
	Value of Adult Education	291
	Obstacles to Participation in Adult Education	292
	In Lieu of a Conclusion: Lifelong Learning—An Emancipating Force or a Form of Social Control?	295
	Acknowledgements	296
	References	296
	16 Knowledge Production as Organisational Learning: The Case of Danish Universities	300
	Abstract	300
	Introduction	300
	Changing Conditions for Work at Danish Universities	302
	The Field of Organisational Learning	304
	Organisational Learning as Access to Participate in Communities of Practice	305
	Tensions and Passions in Knowledge Production	307
	Experience, Inquiry and Expertise	309
	The Nordic Tradition for Work, Management and Education	312
	Organising for Learning Versus Strategic Management	314
	References	316
	Scale and Movement	320
	Introduction	320
	17 Assembling Literacy as Global: The Danger of a Single Story	325
	Abstract	325
	Introduction	325
	Counting Literacy: Autonomous, Plural, Global	326
	A Lens of Analysis	330
	The Literacy Assessment Framework: Reassembling a Global Literacy	333
	Defining and Organizing Literacy	334
	Electing Literacy Tasks	335
	Operationalizing, Legitimizing and Interpreting	336
	Assembled Literacy, a Single Story	337
	The Dangers of the Single Story for Lifelong Learning: Making Constructive Criticism	340
	References	342
	18 Conceptualizing Participation in Adult Learning and Education: Equity Issues	346
	Abstract	346
	Introduction	346
	Conceptual Dilemmas in Measuring Participation in ALE	348
	International Surveys on Participation in ALE	350
	Participation in ALE	352
	Inequalities in Participation	355
	National Differences in Participation Rates	355
	Impact of Personal Characteristics on Participation in ALE	356
	Employment-Related Factors	357
	Understanding the Logic of Unequal Participation in ALE	359
	The World of Work	359
	The Effect of Broader Structures and the Role of Public Policy	361
	Some Implications for Research	362
	References	364
	19 Participation in Adult Literacy Programmes and Social Injustices	367
	Abstract	367
	Introduction	367
	Inequality, Policy and Pedagogy	368
	Methodology	371
	Redistribution and Recognition	372
	Experiences of Schooling	372
	Experiences of Learning in Literacy Programmes	373
	Achieving Participatory Parity?	376
	Discussion and Conclusion	377
	References	379
	20 Lifelong Learning Policy Discourses of International Organisations Since 2000: A Kaleidoscope or Merely Fragments?	383
	Abstract	383
	Introduction	383
	Lifelong Learning	386
	Lifelong Learning Policy Discourses During the Post-2000 Period	387
	The European Union	387
	OECD	390
	The World Bank	393
	UNESCO	396
	Concluding Remarks	398
	Acknowledgements	400
	21 Transformative Sustainability Education: From Sustainababble to a Civilization Leap	405
	Abstract	405
	Introduction	405
	Climate Basics	407
	Is Sustainability Even Possible? Recent Trends	408
	Sustainability: Conceptual Contestation	409
	Historical Context of Sustainability Education	411
	Environmentalism	412
	Environmental Education	414
	Education for Sustainable Development	416
	Sustainability Education in Adult and Lifelong Education and Learning	418
	The Polyarchy of Learning Edges in Sustainability Education	420
	A Civilization Leap	423
	References	424
	22 Research Patterns in Comparative and Global Policy Studies on Adult Education	429
	Abstract	429
	Introduction	429
	Comparative and Global Policy Studies: An Intelligible Body of Work	431
	Methodological Considerations	432
	Pattern 1: Describing Changes and Evolutions Along a Temporal Continuum	434
	Pattern 2: Comparing (Horizontally) Policies by Different Actors, Either at a Certain Point in Time or from a Historical Perspective	438
	Pattern 3: Juxtaposing (Vertically) Policies by Intergovernmental Organisations with Those of Their Member States, and Assessing Convergence/Divergence	440
	Pattern 4: Questioning and Providing Counter-Evidence for Widespread Political Beliefs	443
	Conclusion	445
	References	445
	23 Latin America: Adult and Popular Education in Dialogue	450
	Abstract	450
	Introduction	451
	Adult Education, Popular Culture and Literacy	452
	Popular (Adult) Education and Political Action for Liberation	454
	Popular Education, Popular Culture, and Adult and Youth Education	456
	New Actors, New Thoughts and New Practices	458
	Framework of Reference of Popular Education for Public Policies	458
	The Struggle for Identity and Emergence of New Social Subjects	460
	As Conclusion: A Desirable and Necessary Dialogue	462
	References	464
	24 Europe: Comparing Lifelong Learning Systems	467
	Abstract	467
	Introduction: Lifelong Learning at the Heart of Societal Diversity and Dynamics of Social Change	467
	Comparative Approaches and Typologies of Lifelong Learning Systems	469
	Sociology of Education and Training Faced with the Diversity of National Models	469
	Typologies of Lifelong Learning from the Socio-economics of Work and Employment	471
	The ‘Varieties of Capitalism’ Approach: A Dualistic Vision of Skills and Lifelong Learning	472
	The Lifelong Learning Systems of Post-socialist Countries: A Headache for the Comparativist Researcher?	473
	Clusters of Countries: Overestimation of National Coherence, Weak Analysis of Changes	474
	How to Capture the Hybridisation and Changes of European Lifelong Learning Systems?	475
	Five Ideal-Typical Regimes of Lifelong Learning	475
	The Evolution of European Lifelong Regimes: What Challenges?	477
	Sweden: Predominance of the Universal Regime but for How Long?	478
	Germany: Predominant Corporatist Regime but a More Universal Obligatory School	479
	Denmark, a Sustainable and Virtuous Compromise: The Good European Student?	481
	France: An Uncertain Compromise Between Academic and Corporatist Regimes	482
	United Kingdom: A Complex Mix of Academic Elitism, Organised Market and Universal Principles	483
	Conclusion	484
	References	486
	25 The Mediterranean: Adult Education Landmarks	490
	Abstract	490
	Introduction	490
	Why Adult Education in the Mediterranean?	491
	The Mediterranean	491
	Mediterranean as Construct?	492
	Adult Education in the Mediterranean: A Broad Sweep	493
	North-West Mediterranean	493
	East Mediterranean	497
	Northern Mediterranean Synthesis	498
	South Mediterranean: The MENA Region and the Case of Israel	499
	South Mediterranean: Arab States	500
	Literacy	500
	State Adult Education Policy and Sponsorship in Arab States	500
	Religion and Adult Education in the Southern Mediterranean	502
	Southern Mediterranean Synthesis	503
	Bridging the Two Sides of the Mediterranean: Migration	503
	Conclusion	504
	References	507
	26 The Southern African Development Community: Challenges and Prospects in Lifelong Learning	511
	Abstract	511
	Introduction	511
	Area of Study	512
	The Context	513
	Lifelong Learning	515
	Lifelong Learning Within the SADC Region	518
	Methodology	518
	Overview of Lifelong Learning in SADC	519
	Challenges in the Area of Lifelong Learning	526
	Narrow Conception of Lifelong Learning	526
	Absence of a System of Early Childhood Care and Development	528
	Underfunding of Lifelong Learning	528
	Prospects for Lifelong Learning	529
	Conclusion	531
	27 Argentina: The Debate Between Lifelong and Popular Education in Adult Education	535
	Abstract	535
	Introduction	536
	Some Methodological Assumptions	536
	The Creation of the National Adult Education Department	537
	Adult Education and Lifelong Education at DINEA’s Founding Moment	538
	Conceptualization	541
	Development	541
	The Subjects	542
	Lifelong Education’s Permanence Within the Democratic Government	544
	The ‘Parallel’ Popular Education Progression	545
	Conclusion	546
	References	550
	28 Ghana: The Life and Death of Adult Education and Implications for Current Policy	552
	Abstract	552
	Introduction	552
	Adult Education and Social Movement Theory	555
	Old and New Social Movement Dichotomy	557
	Learning in Social Movements	559
	The Early Beginnings of Adult Education and the Adult Education Movement (1949–1966)	560
	The PEA in the Second and Third Republics (1967–1981)	562
	The Revolutionary Era (1981–1990)	563
	Constitutional Rule and Demands for New Movements (1990s Until Now)	564
	The Way Forward and Implications for Lifelong Learning	566
	Conclusion	567
	References	568
	29 Palestine: Philosophical and Methodological Dilemmas for Adult Education	573
	Abstract	573
	Approaching Adult Education	575
	Global and Indigenous Terminology	575
	Purpose and Scope of Adult Education	577
	Researching and Evaluating Adult Education	579
	The History of Adult Education in Palestine	581
	Lack of Local Discourse	584
	Adherence to Pragmatic Training Approaches	584
	Resistance to Change	585
	Conclusion	586
	References	586
	30 China: Adult Education and Learning from Mao to Now	589
	Abstract	589
	Learning for Revolution	589
	Learning for Nation-Building	591
	Madame Li Li	593
	Foreign Devils	594
	1984 Shanghai Symposium on Adult Education	595
	Chinese Learning Initiative	596
	Critical Issues	598
	Contradictions	598
	Mediocre Teaching	599
	Punishing Innovation	601
	Campaign Fatigue	601
	Limits on Intellectual Freedom	602
	Psychology of Convergence	603
	Barren Research	604
	Road Ahead	605
	References	606
	31 Singapore: Trends and Directions in Lifelong Learning	610
	Abstract	610
	Introduction	610
	‘Lifelong Learning’ as Well as ‘Lifelong Education’?	611
	Preamble: The Case of Singapore	613
	The ‘SkillsFuture’ Initiative	616
	The ‘Why’ and ‘What’	616
	The ‘How’	618
	Complexity of Workforce Development: A Cross-Cultural View	619
	Multigenerational Flow	621
	Conclusion	624
	Acknowledgements	625
	References	625
	32 Timor-Leste: Adult Literacy, Popular Education and Post-conflict Peacebuilding	629
	Abstract	629
	Colonialism, War and Peace	631
	The Road to a Post-colonial Future?	633
	South–South Cooperation: Cuba and Timor-Leste	636
	The Political Crisis of 2005–2007	637
	Los, Hau Bele!: Yo Si Puedo! in Timor-Leste	638
	Popular Education, Adult Literacy and Post-conflict Peace-Building	640
	Conclusion	642
	References	643
	33 Transnational Migration, Everyday Pedagogies and Cultural Destabilization	648
	Abstract	648
	Introduction	648
	The Turn to Cultural Values and Identity and the Co-Opting of Lifelong Learning	649
	Transnationalism and Intercultural Spaces	653
	Towards Meeting the Challenges of Transnationalism	656
	Conclusion	660
	References	661
	34 Researching Transnational Migration and Lifelong Learning	665
	Abstract	665
	Introduction	665
	Theorising Transnationalism and Diaspora	666
	Contextualising Transnational Migration	669
	Research on Immigrant Adaptation	671
	Towards Recognitive Justice in Lifelong Learning	676
	Conclusion	679
	References	680
	35 Reconfiguring the Learning Space: Skilled Immigrants in Canada	685
	Abstract	685
	Introduction	685
	Immigrant Training and Learning: A Review of the Field	686
	Immigrant Training and Services	687
	Work and Learning	688
	Pedagogy of Differences and Practice-Based Ontology	689
	Distributed Pedagogy of Differences	690
	Turning Differences into Strength-Based Curriculum	691
	Engaging Differences to Advance Knowledge and Practices	693
	Experimenting with SocioCultural and Sociomaterial Power and Order	696
	Conclusions	698
	References	700
	36 Non-permanent Workers and Their Learning in a Developmental State	705
	Abstract	705
	Introduction	705
	Limitations to Theoretical Conceptions of the Non-permanent Worker, and Their Work and Learning	707
	Non-permanent Workers in Singapore	709
	Lived Realities of Non-permanent Work in Singapore—a New Way of Being	710
	Craft Identity	711
	Entrepreneurialism	712
	Future in the Present	713
	Self-organisation as a Key Tool for Learning and Development of Non-permanent Workers	714
	Implications for Elsewhere	715
	Conclusion	715
	Acknowledgements	716
	References	716
	37 The Global Spread of the Nordic Folk High School Idea	718
	Abstract	718
	Introduction	718
	Spread Through Migration	721
	The Nordic Folk High Schools as Inspiration	722
	Tokai: The Folk High School Idea Transformed into a Private University	723
	Highlander: The Folk High School Idea and the Struggle for Civil Rights	724
	Dissemination Through Persuasion	725
	Gonobidyalaya: The Third World in the Nordic Region’s Footsteps?	726
	Tanzanian State-Building and Swedish Popular Education	727
	Conclusion	729
	References	730
	Contexts, People and Practices	733
	Introduction	733
	38 Adult Education Learned Societies: Professionalism and Publications	737
	Abstract	737
	Introduction	737
	The Australian Context and Its Learned Societies	738
	The Current Policy Context for Adult Learning	739
	Professional Educators and Researchers in Australian Adult Education	741
	Professions and Professional Knowledge	742
	Australian Learned Societies and Journals	744
	Methods and Analysis of Publications from Two Australian Journals	746
	Research Question 1: What Are the Geographical Institutional Affiliations of the First Author?	746
	Research Question 2: What Type of Institution Is the First Author from?	747
	Research Question 3: What Keywords Are Used?	747
	Findings	748
	Discussion and Conclusion	750
	References	753
	39 Adult Education Research: Publication Strategies and Collegial Recognition	756
	Abstract	756
	Introduction	756
	Bibliometric Measurement as Policy Instrument	757
	Understanding Research Through Peers	759
	What and Who Is Recognized in the Field of Adult Education Research?	760
	What Kind of Research Is Recognized by Gatekeepers and Peers?	761
	Who Are Recognized by Gatekeepers and Peers?	761
	Discussion: On the Art of Strategic Submission(S)	763
	Publication Strategies for Early Career Scholars	763
	Strategies Regarding Content	764
	Strategies Regarding Authorship	765
	Critiquing the Publication and Citation Game	766
	Maximizing Your International Citations or Being of Relevance (Locally)?	766
	Resist the Anglophone Mainstream?	768
	Words of Caution	769
	References	770
	40 Popular Universities: Their Hidden Functions and Contributions	773
	Abstract	773
	What Is in a Name?	775
	Functioning	775
	Funding	777
	Programme Content	777
	Emancipatory Knowledge	778
	Intended Beneficiaries	781
	Workers	781
	Women	781
	Indigenous Populations	782
	Other Beneficiaries	782
	Networks	783
	Particular Instances of Popular Universities	785
	The Barefoot College in Rajasthan	785
	The Cooperative University of Paris6	786
	Conclusions	786
	References	789
	41 The Ideals and Practices of Citizenship in Nordic Study Circles	791
	Abstract	791
	Introduction	791
	Citizenship as ‘Being’ and ‘Acting’ in Nordic Study Circles	793
	Contextualizing the Study Circles	794
	On the Historical Development of Popular Education	796
	Ideals and Aims of Popular Education	797
	Current Dilemmas	798
	Three Participatory Ethnographic Field Studies in Study Circles	800
	The Senior Carpenters’ Study Circle	801
	Philosophy Study Circle	802
	Basic English Study Circle	803
	Being and Acting as a Citizen in Three Different Study Circles	803
	Inclusion or Excellence?	805
	References	806
	42 South African University Engagement: Lifelong Learning and ‘Socially Robust’ Knowledge	810
	Abstract	810
	Introduction: The Broad Context	810
	African Universities and Lifelong Learning	813
	Service Learning and Community Engagement as a Contribution to Lifelong Learning in South African Universities	815
	The Theoretical Perspectives that Inform Service Learning and Community Engagement	816
	The Service Learning Project and Its Research Methodology	819
	Findings	821
	Dialogue	821
	Knowledge Construction	822
	Concluding Remarks	825
	References	826
	43 Learning in Later Adulthood: A Critical Perspective	831
	Abstract	831
	Understanding Educational Gerontology	832
	Who Are Older Adults?	834
	Constructing Knowledge Among Seniors	835
	The Rise of Critical (Educational) Gerontology	836
	Providers and Provision	838
	Recent Developments	840
	Contemporary Issues	841
	ICT Developments	841
	Health and Education	841
	Learning in the Fourth Age	842
	Workplace Learning	843
	Intergenerational Learning/Education	843
	Concluding Remarks	844
	References	845
	44 Lifelong Learning for Older Adults: Culture and Confucianism	848
	Abstract	848
	Introduction	848
	Importance of Lifelong Learning in Old Age	850
	Eastern–Western Views on Lifelong Learning	851
	Cross-Cultural Research on Lifelong Learning	853
	The Confucian View of Lifelong Learning	855
	Relevance of the Confucian View of Learning to Lifelong Learning by Older Adults	860
	Conclusion	862
	Acknowledgements	865
	References	865
	45 Disabilities and Adult and Lifelong Education	870
	Abstract	870
	Mainstream Literature of Adult and Lifelong Education	871
	Perspectives from the Field of Disabilities Studies	874
	Dominant Discourses in Disabilities Studies	874
	Disability and Intersectionalities	876
	Evolving Perspectives on Disability in Adult and Lifelong Education	878
	My Personal Journey Toward an Integrated Model of Disability	882
	?Acknowledgement?	886
	References	886
	46 Queering Transformative Learning: The Unfolding of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Ally Lives	890
	Abstract	890
	The LGBTQIA	892
	Unfolding of Lives	894
	The Need for Transformation	895
	The Context of Rights and Practices	899
	Global Issues	899
	Mobilities and LGBTQIA People	900
	The Role of Allies	900
	The Fluidity of Identity	901
	Future Direction	903
	References	905
	47 Technologies for Adult and Lifelong Education	908
	Abstract	908
	Unrealised Promises of Educational Technologies	908
	Adult Education and Lifelong Learning	910
	Adult Learning Theories	911
	Metaphors of Learning	912
	Roles of Technologies in Learning	914
	Supporting Adult Learning with Educational Technologies	915
	Acquisition Approach	916
	Learning Goals and Approaches	916
	Roles and Affordances of Technologies	917
	Learning Design	917
	Strengths and Challenges	917
	Participation Approach	918
	Learning Goals and Approaches	918
	Roles and Affordances of Technologies	919
	Learning Design	919
	Strengths and Challenges	919
	Knowledge Creation Approach	920
	Teaching and Learning Processes	920
	Roles and Affordances of Technologies	920
	Learning Design	921
	Strengths and Challenges	921
	Discussions of the Three Approaches	922
	Conclusion	924
	References	925
	48 The Mainstreaming of Massive Open Online Courses (MOOCs)	929
	Abstract	929
	Introduction	929
	The History of MOOCs	931
	The Political Economy of MOOCs	932
	The Pedagogy of MOOCs	936
	The Relationship of MOOCs to Lifelong Learning	940
	Conclusion	941
	References	943
	49 Lifelong Learning for Africa’s Older Adults: The Role of Open Educational Resources and Indigenous Learning	947
	Abstract	947
	Introduction	947
	Older Adults in Africa	949
	Lifelong Learning in Africa: Progressive or Regressive?	952
	Indigenous African Learning	952
	Non-Formal Education	953
	Learning that Unearths Older Adults’ Potential for Development	954
	Open Education Resources and Their Challenges for Africa’s Older Adults	954
	A Framework for Cost-Free Learning for Africa’s Older Adults	955
	Implementation	957
	References	958
	50 Popular Culture, Adult Learning, and Identity Development	961
	Abstract	961
	What Exactly is Popular Culture and Why Should We Care?	963
	Highlight Reel: A Brief Review of Recent Literature	965
	The Convergence of Adult Education and Popular Culture	966
	Television, Film, and Print	966
	Popular Culture as Pedagogy, an Edited Volume	969
	Social Media, Blogging, and Video Games—Everyday Online Learning from Popular Culture	971
	Interdisciplinarity, Adult Education, and Popular Culture	973
	Conclusion	974
	References	976
	51 Popular Fictions as Critical Adult Education	980
	Abstract	980
	Defining Fiction	980
	Public Pedagogy	982
	Creating Fictions—Teachers and Intentionality	984
	In the Author’s Own Words: Barbara Kingsolver	984
	In the Author’s Own Words: Joss Whedon	985
	In the Author’s Own Words: Suzanne Collins	986
	Authorship, Teamwork and Vision	987
	Readers and Viewers	988
	Critical Analysis as Curriculum Analysis	989
	Kingsolver’s Curriculum in the Poisonwood Bible	989
	Whedon’s Curriculum in the Cabin the Woods	991
	Collins’ Curriculum in the Hunger Games	993
	Conclusion	994
	References	995
	52 Creativity, the Arts, and Transformative Learning	999
	Abstract	999
	Learning in a Time of Change	1000
	Critical Perspectives	1002
	Learning Creativity and the Arts	1005
	Transformative Learning and the Arts	1006
	Creative Learning and Fiction Writing	1009
	Implications for Adult Education	1011
	References	1012
	Index	1015

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