ABSTRACT
This book has selected contributions that lean towards pedagogical models that stress the social aspects of lifelong learning. It has been structured around three themes of concern to the pedagogy of lifelong learning. First, those chapters by Malcolm and Zukas, Weedon and Riddell, Stevenson, Findsen and Carvalho, and Field and Malcolm deal variously with questions of learning identity, learning careers and trajectories, and the making of meaning in a range of different locational contexts. Second, the chapters by Dymock, Carmichael et al., Göranssen, Solomon, Wheelahan, and Edmunds et al. consider the role of pedagogy in developing learning culture and the ways in which cultures of organisations and communities facilitate, prescribe and determine learning, and once again consider these issues within different sites of post-compulsory learning. The third section, with chapters by Renkema, Ouellet et al., Grek, Kop, and Conrad, develops the theme of sites of learning, but focuses specifically on pedagogies of lifelong learning beyond traditional face-to-face teaching in institutional settings. Naturally these categorisations are broad generalisations developed to aid the reader and structure this rich set of contributions, and there are a number of themes that cross sections.
