ABSTRACT
The four chapters in this Part have been concerned with ways in which inclusive learning environments can be built and sustained through learning communities. They have all, in their different ways, critically engaged in discussions of current policies and practices of lifelong learning, including hierarchies of privilege and the prioritising of knowledges that emanate from Western thinking in the ‘developed’ world. The chapter authors have demonstrated that pedagogies of and for lifelong learning are too often separated from learning within communities, and have explored innovative practices that can lead to sustaining communities, and to ensuring more inclusive and participatory practices for individuals and groups, including those currently marginalised in lifelong learning agendas.
