Stretching the Academy: The Politics and Practice of Widening Participation in Higher Education.

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Sonst. Personen	Thompson, Jane (Hrsg.)
Institution	National Inst. of Adult Continuing Education, Leicester (England).
Titel	Stretching the Academy: The Politics and Practice of Widening Participation in Higher Education.
Quelle	(2000), (195 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86201-091-9
Schlagwörter	Stellungnahme; Access to Education; Adult Education; Adults; Community Development; Community Education; Democracy; Educational Change; Educational Policy; Equal Education; Experiential Learning; Feminism; Foreign Countries; Higher Education; Independent Study; Participation; School Community Relationship; Social Isolation; Womens Education; Ireland; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Community; Development; Entwicklung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Demokratie; Bildungsreform; Politics of education; Bildungspolitik; Experiental learning; Erfahrungsorientiertes Lernen; Feminismus; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Teilnahme; Soziale Isolation; 'Women''s education'; Frauenbildung; Irland; Großbritannien
Abstract	These 12 papers support the view that the current, general interest in widening participation in higher education in the United Kingdom may provide opportunities to radicalize policies and intervene strategically in institutional practices in ways that help to influence them. "Introduction" (Jane Thompson) precedes "Joining, Invading, Reconstructing" (Janice Malcolm), which uses the author's personal experience to clarify her concerns about the contemporary practice of widening participation. "Beyond Rhetoric" (Mary Stuart) highlights one methodology for participation in higher education that grew out of approaches used in third world development and philosophically linked to the ideal of a popular education. "Peripherality, Solidarity, and Mutual Learning in the Global/Local Development Business" (Anne Ryan) claims educational interventions that celebrate rather than problematize the experiences of those at the periphery are characterized by solidarity and mutual learning. "Common Goods" (Tom Steele) proposes adult education has a vital role to play in new educational synthesis, if a genuinely participatory mass democracy and an active toleration of cultural and sexual difference is to be achieved. "Concepts of Self-Directed Learning in Higher Education" (Richard Taylor) insists the role of the radical educator is to encourage and support the democratic and progressive articulation of self-directed learning. "Social Capital" (Loraine Blaxter, Christina Hughes) considers this concept within a frame that extends critical thinking about issues of social inclusion. "Women's Community Education in Ireland" (Anne B. Ryan, Brid Connolly) discusses how this thriving system has been considerably shaped by feminist ideas and practice, its connection to grass-roots organizations and the academy, and contribution of theories dealing with complexity, contradiction, and ambiguity. "Friendship, Flourishing, and Solidarity in Community-Based Adult Education" (Keith Hammond) looks at the way Aristotle's practical philosophy informs a community-based adult education project in and around Glasgow. "Missionary and Other Positions" (Pat Whaley) describes a joint initiative between the University of Durham and the Cleveland Community Enterprise Network to develop an accredited undergraduate program in community development and enterprise. "Widening Participation Through Action Learning in the Community (ALIC)" (Marjorie Mayo, Anan Collymore), a dialogue between a project evaluator and a project worker, provides project worker's account of ALIC's specific aims and objectives and aims and achievements of ALIC participants. "Working with Contradictions in the Struggle for Access" (John Bamber et al.) suggests actions and strategies that can make a positive difference in institutional contradictions. "Turning the Discourse" (Jim Crowther et al.) explores how the tradition of social purpose can survive, even thrive, in institutions now expected to behave as if they had never had one. Papers contain references. (YLB)
Anmerkungen	National Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE1 7GE, United Kingdom (15.95 British pounds). Web site: http://www.niace.org.uk.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC