Journal ArticleDOI
Include Me Out: Critical Readings of Social Exclusion, Social Inclusion and Lifelong Learning.
Abstract:
Social exclusion and inclusion have emerged as strong policy-leading concepts at both the national and international level in recent years. Policies on lifelong learning are themselves in part premised on the contribution education and training can make to promoting an inclusive society. It is argued that social exclusion offends against human dignity, denies people their fundamental human rights and leads, in conjunction with social and economic instability, to marginalization and deepening inequalities, which threaten the stability of democracy. Social inclusion therefore appears to be an unconditional good. The argument in this paper suggests that this is not the case. Drawing on critical social policy studies and post-structuralist philosophy, we argue that the notion of inclusion relies on exclusions, some of which may be chosen and even desirable. We suggest that those interested in lifelong learning should take a more critical stance towards the social inclusion agenda to which it is being harnessed.read more
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Journal ArticleDOI
Motivation in Adult Education: A Problem Solver or a Euphemism for Direction and Control?.
TL;DR: This paper argued that adults' motivation should not be regarded as something residing within the individual, but rather a construct of those who see it lacking in others, and argued that motivation should be seen as a relational concept, rather than as residing within an individual.
Journal ArticleDOI
Questions of inclusion in Scotland and Europe
TL;DR: In this article, the authors examine the challenges and opportunities for inclusion in education in Scotland and in Europe and highlight the significance of the barriers to inclusion and argue that there is an urgent need to address competing policy demands within education and the problems associated with fragmented provision.
Journal ArticleDOI
A posthumanist critique of flexible online learning and its “anytime anyplace” claims
TL;DR: Using critical theory, it is demonstrated how flexibility assumes imagined autonomous learners that are self‐reliant and individualistic, and argued that a contextual, relative and relational understanding of flexibility may in fact be more liberatory.
Journal ArticleDOI
Children’s participation in school grounds developments: creating a place for education that promotes children’s social inclusion
TL;DR: In this paper, the authors argue that "inclusive education" tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age).
Journal ArticleDOI
Educating for a high skills society? The landscape of federal employment, training and lifelong learning policy in Canada
Tara Gibb,Judith Walker +1 more
TL;DR: The authors examined 10 Canadian federal government training and employment policies in relation to the government's espoused priorities of innovation and developing a high skills society and economy, highlighting three areas of contradiction: a tension between high skills and low skills policy, a contradictory focus on the socially and economically excluded and included, and the paradox of both an active and passive federal government.
References
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Journal ArticleDOI
Class, Codes and Control
Josephine Klein,Basil Bernstein +1 more
TL;DR: The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child as discussed by the authors.
Book
Class, codes and control
TL;DR: The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child.
Journal ArticleDOI
Breaking the Consensus: lifelong learning as social control
TL;DR: The main features of the consensus are encapsulated in a few central tenets and their influence demonstrated by a few representative quotations as discussed by the authors, and this analysis prompts the question, if the thesis is so poor, why is it so popular? Alternative visions of the learning society and of lifelong learning are then presented, including a sceptical version of LLL as social control.
Related Papers (5)
Social inclusion and social citizenship: towards a truly inclusive society
Luke Buckmaster,Matthew Thomas +1 more