Sustainable Development Goals

The third way: the renewal of social democracy

Cultivating Communities of Practice: A Guide to Managing Knowledge

Rural development: putting the last first

What has come to be termed the "New Literacy Studies" (NLS) (Gee, 1991; Street, 1996) represents a new tradition in considering the nature of literacy, focusing not so much on acquisition of skills, as in dominant approaches, but rather on what it means to think of literacy as a social practice (Street, 1985). This entails the recognition of multiple literacies, varying according to time and space, but also contested in relations of power. NLS, then, takes nothing for granted with respect to literacy and the social practices with which it becomes associated, problematizing what counts as literacy at any time and place and asking "whose literacies" are dominant and whose are marginalized or resistant.

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What's 'new' in New Literacy Studies? Critical approaches to literacy in theory and practice

The Context.- The Development Context: The Call for Reorientation.- The Educational Context: The Call for Reform.- The Great Debate.- The Advocates: Constructing Non-Formal Education.- Ideologues.- Empiricists.- Pragmatists.- The End of the Debate.- Some Issues Arising from the Literature.- Case Studies.- NFE Today: The Trajectory of Meanings.- Towards A New Logic Frame.- Re-Conceptualising Non-Formal Education.- Conclusion.

Non-formal education : flexible schooling or participatory education?

Learning in Adulthood: a comprehensive guide

Part 1 Adult learning and education: adult learning adult education - definitions the purpose of adult education a changed world government, development and adult education - ways forward. Part 2 Development: development - definitions the purpose of development processes of development routes to change the five-fold path target groups - needs, wants, aspirations and intentions change-agents in development barriers to development. Part 3 Adult education and development - re-orientation: seeking new objectives seeking new target groups changing the role of the change-agents achievement and outcomes sharing in development conclusion - "so you think you know better?"

Adults learning for development

Activities in self-instructional texts

This paper looks at the discourse of lifelong learning as it has emerged in many countries (especially Europe) over the last few years, with its concentration first on learning for work and latterly on learning for citizenship .The failure of lifelong learning to pick up on the earlier tradition of adult education is noted and some reasons for this are suggested. The paper argues that a social transformation approach to lifelong learning based on a diversity paradigm rather than a deficit or a disadvantaged paradigm is possible within its existing conceptualisation, especially within the fields of the reflective practitioner, learning and identity and the learning organisation/society.

Alan Rogers

Papers

Non-formal education : flexible schooling or participatory education?

Learning in Adulthood: a comprehensive guide

Adults learning for development

Activities in self-instructional texts

Escaping The Slums or Changing The Slums? Lifelong Learning and Social Transformation.