In recent years there has been increasing interest in issues of space and spatiality in the social sciences and humanities generally, if less so in the study of education. This lack of interest is surprising given the importance of space and time in the organization of teaching and research. This collection examines the significance of space.
In recent years there has been increasing interest in issues of space and spatiality in the social sciences and humanities generally, if less so in th...
With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book.
The authors examine a number of questions posed by the rapid march of globalisation, incuding:
What is the role of the teacher, and how do we teach in the context of globalisation?
What curriculum is appropriate when people and ideas become more mobile?
How do the technologies of the internet and mobile phone impact upon what is...
With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the ...
Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses
What constitutes a context for learning?
How do we engage the...
Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching pr...
Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision. ...
Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university ...
