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Shirley Walters

Bio: Shirley Walters is an academic researcher from University of the Western Cape. The author has contributed to research in topics: Lifelong learning & Adult education. The author has an hindex of 12, co-authored 46 publications receiving 448 citations.

Papers
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Journal ArticleDOI
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.
Abstract: CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between “core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belem Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics and power” into both the theory and practice of “lifelong learning” and “work”.

40 citations

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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.
Abstract: Social movements in South Africa, often organized around class-related issues, provide rich material to illustrate how class, intertwined with other social categories, shapes organizational and educational practices.

30 citations

Journal ArticleDOI
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.
Abstract: During the last thirty years, National Qualification Frameworks have emerged as an attempt by the state to ‘manage’ the relations between education, training and work. Drawing on South African experiences of ten years of development of a competency and outcomes based National Qualifications Framework (NQF), this paper highlights the areas of greatest contestation and achievement. We 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.

27 citations

Journal ArticleDOI
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.
Abstract: This introductory paper provides the background to the Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution that appears in this Journal. It 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. At a conference held in Cape Town in October 2000, the delegates concluded that there were six essential characteristics of a higher education lifelong learning institution. This paper reviews the essential elements of these characteristics and comments on the journey of their development.

27 citations

Journal ArticleDOI
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.
Abstract: Higher education institutions are responding to globalisation in various ways. This study describes and analyses challenges encountered in a recent case of global collaboration between four universities on different continents in developing a web‐based master’s program. The key issue was how to develop programs in a way that is fair for the different countries involved. The focus of the paper is on tensions between local and national contexts, rules and resources and the creation of a common global program. ‘Agency’, ‘structure’ and ‘frame factor’ are used as analytical concepts to help understand the dynamics of the collaboration and the character of the program.

26 citations


Cited by
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Journal ArticleDOI
23 Sep 2015-Leonardo
TL;DR: The Field Guide exhibition as discussed by the authors explores the nature of art and the conceptual process through a multimedia installation that also reflects upon temporality, art history, ecology and science, and explores the evanescence of these views is echoed in pristine impressions of filtered dust and shimmering milkweed assemblages contained in Plexiglas light boxes.
Abstract: Susan Goethel Campbell’s exhibition Field Guide explores the nature of art and the conceptual process through a multimedia installation that also reflects upon temporality, art history, ecology and science. Introduced with a time-lapse video of weather patterns captured by web cam over the course of an entire year, atmospheric effects assume the quality of translucent washes that blur distinctions between opacity and transparency, painting and technology. Aerial views of built environments set against expansive cityscapes present essential imagery for large-format digital woodblock prints realized in monochromatic tonals and saturated grids of yellow and blazing orange. Some combine undulating wood grain patterns with pinhole perforations to admit light; others consist of diaphanous walnut stains applied to hand-crafted paper, a self-referential allusion to art’s planarity and permeable membrane. The evanescence of these views is echoed in pristine impressions of filtered dust and shimmering milkweed assemblages contained in Plexiglas light boxes. Known as Asclepias, milkweed is an herbaceous flower named by Carl Linnaeus after Asclepius, the Greek god of healing, due to its efficacious medicinal powers. Like the weather, the milkweed’s reflective silver filaments respond to shifting currents of air paired with gently wafted treetops projected in the viewing room. Here pearls of light corresponding to the spheres and pinpricks of the prints on the walls float randomly over the fictitious frame of a cubical vitrine. Orbs appear and disappear amid nocturnal shadows as figments of the imagination, their languid dispersion eliciting not-ofthis-world sensations of suspension, ascent and transcendence. This joined to the mesmerizing stillness of a gallery pierced occasionally by the sound of supersonic aircraft, a reminder of the machine in the garden. Beyond, the history of landscape photography and the Romantic sublime are encoded in works titled “Old Stand” that render minuscule figures of stationary box photographers against the grandeur of ice-capped Rockies. In some of the works the human figure is effaced as a historical memory through exquisitely modulated rubbings whose unbounded spatiality contrasts with the reflexive interiority of the viewing room. Campbell’s incandescent vision of nature asserts the phenomenal power of art to elevate the human spirit in the presence of heart-stirring beauty. It dares to reaffirm the timeless union between the material and immaterial substance of the universe, between human life and the ephemera of the natural world. f i l m

758 citations

01 Jan 2002
TL;DR: The "Contemporary viewpoints on teaching adults effectively" as discussed by the authors brings together the perspectives of nine experts in the field of teaching adults, focusing on the role of the teacher as a mentor and the relationship between the roles of mentor and teacher.
Abstract: 'New directions for adult and continuing education', published quarterly, is part of The Jossey-Bass Higher and Adult Education Series. This issue, entitled 'Contemporary viewpoints on teaching adults effectively' brings together the perspectives of nine experts on teaching adults. The chapters are: 'Good teaching: one size fits all?' by Daniel D. Pratt (p. 5-15) which cautions against a one-size fits all approach to teaching adults; 'Teaching style: where are we now?' by Joe E. Heimlich and Emmalou Norland (p. 17-25) which reminds the readers that there is no one single approach to teaching and that understanding one's teaching style can serve as a basis for the improvement of instruction; 'The role of the teacher as mentor' by Lois J. Zachary (p. 27-38) which explores the relationship between the roles of mentor and teacher, points out that these two roles are not synonymous and describes key dimensions of effective mentoring; 'Race matters: the unspoken variable in the teaching-learning transaction' by Juanita Johnson-Bailey (p. 39-49) which points to the importance of examining and understanding race as a variable which affects the teaching and learning transaction; 'Teaching all learners as if they are special' by Nancy F. Gadbow (p. 51-61) which considers special learning needs of adult learners and examines effective strategies and technologies that can be employed to meet these special needs; 'Teaching for transformation' by Patricia Cranton (p. 63-71) which provides a brief synopsis of transformative learning theory, seven facets of the transformative learning process as well as teaching strategies designed to promote each of these facets; 'Quantum learning: teaching as dialogue' by Jane Vella (p. 73-83) which examines the relationship between teaching and learning, beginning with a definition of quantum learning and then outlining the dialogue approach to quantum learning; 'Effective teaching of adults: themes and conclusions' by Jovita M. Ross-Gordon (p. 85-91) which integrates information from the previous chapters and discusses the underlying themes and issues related to effective teaching of adults.

367 citations

01 Jan 1973
TL;DR: A way to break the boredom in reading is choosing learning to be the world of education today and tomorrow as the reading material.
Abstract: Introducing a new hobby for other people may inspire them to join with you. Reading, as one of mutual hobby, is considered as the very easy hobby to do. But, many people are not interested in this hobby. Why? Boring is the reason of why. However, this feel actually can deal with the book and time of you reading. Yeah, one that we will refer to break the boredom in reading is choosing learning to be the world of education today and tomorrow as the reading material.

334 citations

Journal ArticleDOI
TL;DR: Examination of the conceptions and research approaches that underlie research on online participation in e-learning settings found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation.
Abstract: It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that underlie research on online participation in e-learning settings. A classification scheme was iteratively developed and used when publications on the topic were reviewed. It was found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation. However, some researchers aim to study more complex dimensions of participation, such as whether participants feel they are taking part and are engaged in dialogues, reflected by using a combination of perceived and actual measures of participation. In conclusion, a definition of online learner participation that acknowledges its more complex dimensions, such as doing, communicating, thinking, feeling, and belonging, is proposed.

303 citations