Education and Sustainability: Reinvigorating Adult Education's Role in Transformation, Justice and Development

Autor/inn/en	Casey, Catherine; Asamoah, Lily
Titel	Education and Sustainability: Reinvigorating Adult Education's Role in Transformation, Justice and Development
Quelle	In: International Journal of Lifelong Education, 35 (2016) 6, S.590-606 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2016.1217281
Schlagwörter	Adult Education; Adult Learning; Transformative Learning; Social Change; Social Justice; Sustainable Development; Lifelong Learning; Informal Education; Foreign Countries; Humanism; Humanistic Education; International Organizations; Empowerment; Educational Practices; Sustainability; Ghana + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Pädagogische Transformation; Sozialer Wandel; Soziale Gerechtigkeit; Nachhaltige Entwicklung; Life-long learning; Lebenslanges Lernen; Informelle Bildung; Nichtformale Bildung; Ausland; Humanismus; Humanistische Bildung; International organisation; International organisations; International organization; Internationale Organisation; Bildungspraxis; Nachhaltigkeit
Abstract	Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators' practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention to issues of planetary environmental sustainability and to global societal transformation and interconnectedness raises further questions and prospects. Two United Nations' publications in 2015: UNESCO's "Rethinking Education: toward a global common good?" and of the United Nations' "Transforming our world: the 2030 Agenda for Sustainable Development" pose intersecting concerns for lifelong learning and environmental sustainability. This article engages with those questions in particular regard to the role of adult learning and education. It discusses a field study of non-formal adult education in Ghana. The field study contributes evidence that resiliently humanistic conceptions and practices of non-formal adult education practically succeed to foster transformation, development and human flourishing. That effective humanism gives credence to the ambitiousness of UNESCO and UN agenda for transformation and sustainability and informs international debates. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01