Shirley Walters

TL;DR: The authors argue for the reinsertion of "politics and power" into both the theory and practice of "lifelong learning" and "work" to promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation.

TL;DR: This article used social movements in South Africa, often organized around class-related issues, to illustrate how class, intertwined with other social categories, shapes organizational and educational practices, and provided rich material to illustrate the importance of class in social movements.

TL;DR: The authors argue for a view of NQFs as a work-in-progress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.

TL;DR: The Cape Town Statement on Characteristic Elements of a Lifelong learning Higher Education Institution as discussed by the authors describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000.

TL;DR: In this paper, the authors describe and analyze challenges encountered in a recent case of global collaboration between four universities on different continents in developing a web-based master's program, where the key issue was how to develop programs in a way that is fair for the different countries involved.