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Working the ‘in-between-spaces’ for transformation within the academy
(South African Journal of Education, 2018)
This paper considers the importance of ‘in-between spaces’ within the academy for challenging dominant institutional culture and hegemonic power relations towards a ‘de-colonised’ university. It questions ‘mainstreaming’ ...
Reflecting on the global report on adult learning and education in the “post-truth society”
(Sage, 2017)
This article contextualizes and reviews the third global report on adult learning
and education (ALE) released by UNESCO in 2016. The authors suggest that it is a
visionary document, which is articulated through the ...
University of the Western Cape Lifelong Learning by 2001 'Giving content to commitment'
(University of the Western Cape, 1997)
The report draws on findings from an investigation into the feasibility of a university-wide Programme of Lifelong Learning at UWC. The survey was completed by three Task Groups of the Rector to investigate Distance ...
Lifelong learning and connected-up development: insights from South Africa
(UNESCO, 2011)
Lifelong learning through the four major stages of people’s development
(Schuller and Watson 2009) embodies the need for integrated, connected-up
approaches to development. I will reference briefly three examples in ...
The Cape Town statement on characteristic elements of a lifelong learning higher education institution
(University of Western Cape, UNESCO, Lifelong learning, 2001)
This statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher ...
Adult learning within lifelong learning: a different lens a different light
(Wayne Hugo, 2006)
Adult learning is located within a lifelong learning framework both as a lens for looking back and for projecting forward. The competing views of adult and lifelong learning are discussed and a preliminary overview of what ...
Building a learning region: Whose framework of lifelong learning matters?
(Springer, 1992)
This chapter is part of a book that aims to provide an accessible, practical and scholarly source of information about the international concern for the philosophy, theory, categories, and concepts of lifelong learning. ...
Lifelong, life-wide and life-deep learning: utilizing the lens of HIV/AIDS
In this presentation, I use a discussion on pedagogies of HIV/AIDS as a lens to sharpen and clarify ways of thinking about adult and lifelong learning, particularly in and for the majority world. HIV/AIDS highlight some ...
Non-governmental organisations and the South African state: present and future relations.
(Community Development Journal, 1993)
The article explores the relationship between the state and NGOs in order to address the question: Is there a place for non-governmental, community based organisations in a democratic South African state? Section One ...
Social movements, class, and adult education
(Wiley, 2005)
Social movements are movements of people in civil society who cohere around issues
and identities that they themselves define as significant (Martin, 1999). The following
quotation describes a group of poor women in South ...