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The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of practice is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of adult learning and the adult learner have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by...

The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of practice is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of adult learning and the adult learner have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by...

This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education.

This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education.