ABSTRACT
This insightful book is ideal for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning. Asking pertinent questions relating to discourses on policy, the authors offer the reader a rare view of lifelong learning from a gender-focused perspective, filling a gap in the literature and moving current debate on into new areas. Questions addressed include:
- To what extent can the policy discourses and institutional contexts of lifelong learning be seen as masculinised and/or feminised?
- What are the gender implications of lifelong learning policy?
- In what ways are learners’ identities constructed through lifelong learning?
- Does lifelong learning provide opportunities to challenge or transgress gender binaries?
- What are the implications for practice?
TABLE OF CONTENTS
Size: 0.06 MB
part |2 pages
PART I The policy context
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chapter 3|15 pages
Gendered constructions of lifelong learning and the learner in the UK policy context
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part |2 pages
PART II Accessing lifelong learning
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chapter 5|13 pages
Masculinities, femininities and resistance to participation in post-compulsory education
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chapter 6|12 pages
Fair access? Exploring gender, access and participation beyond entry to higher education
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part |2 pages
PART III Experiences of lifelong learning
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chapter 8|13 pages
From childcare practitioner to FE Tutor: Biography, identity and lifelong learning
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chapter 9|16 pages
Disability, gender and identity: The experiences of disabled students in higher education
Size: 0.16 MB
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