Introduction

This book brings together a selection of contemporary international research related to pedagogical matters in the field of lifelong learning and teaching. It builds on two previous research-based volumes (on widening participation (Osborne et al. 2003) and learning outside the academy (Edwards et al. 2005)) on themes within the domain of lifelong learning. Specifically, the book draws upon and develops presentations made at the third international Centre for Research in Lifelong Learning (CRLL)1 conference in June 2005. The conference was inspired by the fact that CRLL itself hosts a number of research projects with the UK’s Teaching and Learning Research Programme (TLRP), funded by the Economic and Social Research Council (ESRC) and the Scottish Executive. These projects focus on lifelong learning, higher education, community-based learning, and literacy practices in further education, and in themselves have strong international dimensions. Using this work as an inspiration, the conference sought to review more widely emerging issues from researching teaching and learning in different post-school contexts, an issue which has grown in research importance around the world in recent years, with the concern both to widen participation and improve student attainment. This book seeks to examine empirically, methodologically and theoretically contemporary research in teaching and learning in diverse contexts. It focuses on three main areas: learning careers and identities; pedagogy and learning cultures; and learning beyond institutions.