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71.
Susan Peters 《International Studies in Sociology of Education》2013,23(1):101-104
The following book is reviewed.Disability, politics and the struggle for change Len barton 'Ed.', 2001 London: David Fulton Publishers 184 pp., ISBN 1 85346 809 6 £21.00 相似文献
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Susan Malone 《International journal of qualitative studies in education》2013,26(6):797-815
Keying off of a “fully informed consent letter” that consists of the text of her original letter to participants interspersed with insights gained after‐the‐fact, the author explores ethical and institutional power issues that arose as she conducted a qualitative research study in her home institution – her own “backyard” – and offers a critical examination of the concept of “informed consent,” calling for a radical revision of the standard notions of research ethics that blur ethical sensibilities. 相似文献
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Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what it means to be an adult educator. This article examines the ways in which these changes have found expression in the narratives through which adult educators construct their practices and experiences as meaningful. We argue that there is an interaction between the impact of contestation and change in the field of adult education and learning, its narrative or story‐telling practices and the processes by which the identities of adult educators are formed. We examine the significance of this interaction by drawing on three inter‐related themes‐‐the so‐called turn to textuality, the changes taking place in the economy and the organisation of work including the work of adult educators, and contemporary debates over (post) modern identities. In this way, we demonstrate the significance of new theoretical perspectives in providing insights into the contemporary condition of adult educators. 相似文献
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Richard Edwards 《International Journal of Lifelong Education》2013,32(6):377-388
Within contemporary changes there is an increased reflexivity wherein social formations, organizations and individuals are required to change, to learn to change, and change to learn. Lifelong learning has become central to education and economic policy, with an increased emphasis on individuals, workplaces and providers of learning opportunities becoming more flexible. This article explores some of the evidence for the emergence of different workplace practices and identities in response to and as part of the development of reflexive modernization and the significance of pedagogies of reflection in these changes. It suggests that pedagogies of reflection are integral to reflexive modernization, flexible lifelong learners and changes in the workplace. 相似文献
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Susan M. Mayer 《Roeper Review》2013,35(4):35-36
The integrative curriculum combines subject‐matter studies, mini‐courses, and long term projects which allows for individual differences and provides a qualitatively different instruction program for the gifted. 相似文献
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Susan L. Shevttz 《Journal of Jewish Education》2013,79(1-2):73-86
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