Now showing items 1-10 of 27
The End of Adult Education? The Formalization of Nonformal University Extension and Union Education.
(Simon Fraser University, Harbour Centre, 1994)
Abstract: This paper examines the circumstances that precipitated a shift from liberal, social purpose to vocational adult education in the UK. To the voices of those in the UK who warn of the potentially dire social ...
The Commodification of Adult Education
(Penn State University, 1993)
Abstract: This paper discusses the consequences of cultural commodification for emancipatory adult education, arguing that while cultural commodification may generate a greater demand for adult education such market-driven ...
Crediting Adult Learning
(Conference of the Adult Education Research, 2000)
This paper reports on the uncertainties and dilemmas experienced by three researchers as they continue to explore how informal and non-formal union-sponsored learning can be translated into college and university credits.
Lacanian Perspectives on Knowledge, Truth, Method, Rigor,
(American Educational Research Conference Association., 2002)
Learning the Subject of Desire
Psychoanalysis and Pedagogy: Or Teaching/Research/Writing as a Living Practice
(New York: Peter Lang, 1997)
The veil of representation actually conceals nothing; there is nothing behind representation. Yet the fact that representation seems to hide, to put an arbored screen of signifiers in front of something hidden beneath, ...
The Truth Is That Which Runs After the Truth
(Annual Standing Conference on University Teaching & Research in the Education of Adults, 2002)
Online Workers' Education
(International Journal of Instructional Media, 2001)
This paper recounts the preliminary findings of a research project designed to explore the relevance of computer-mediated communication technologies for the collective and social purposes that are an integral part of ...
The Decentred Subject: Pedagogical Implications
(An Interdisciplinary Journal of Curriculum Studies, 1996)
What is unique about the I hides itself exactly in what is unimaginable about a person. All we are able to imagine is what makes everyone like everyone else, what people have in common. The individual I is what differs ...
(CSSE, Learned Societies, 1997)
Conventionally, teacher education programs are set around the familiar boundaries of fixed courses—curriculum and instruction, psychology, foundations, practicum, and so forth. These elements persist for reasons of ...