Adult Learning and Social Change in the UK

Adult Learning and Social Change in the UK
Author :
Publisher : Bloomsbury Publishing
Total Pages : 311
Release :
ISBN-10 : 9781350262140
ISBN-13 : 1350262145
Rating : 4/5 (40 Downloads)

Book Synopsis Adult Learning and Social Change in the UK by : Jules Robbins

Download or read book Adult Learning and Social Change in the UK written by Jules Robbins and published by Bloomsbury Publishing. This book was released on 2023-02-09 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the 'messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults. The book considers the significance of the Sustainable Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it can be argued that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners' prior knowledge, and the need for alternative approaches to assessment.


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