9781856496834 - learning in social action: a contribution to understanding education and training (global perspectives on adult education and training) de foley; foley, griff (15 resultados)
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Condición: New. clearly written and refreshingly open Num Pages: 176 pages, notes, bibliography, index. BIC Classification: JNA; JNM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 225 x 147 x 19. Weight in Grams: 370. . 1999. Hardback. . . . .
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Condición: New. clearly written and refreshingly open Num Pages: 176 pages, notes, bibliography, index. BIC Classification: JNA; JNM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 225 x 147 x 19. Weight in Grams: 370. . 1999. Hardback. . . . . Books ship from the… US and Ireland.
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Hardcover. Condición: Brand New. 176 pages. 9.00x5.75x0.75 inches. In Stock.
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Hardcover. Condición: new. Hardcover. This book seeks to increase our understanding of those non-educational contexts and informal circumstances in which people learn. Adult educators, Professor Foley argues, ought not to neglect the importance of the incidental learning which can take place, in particular, when people become in…volved in voluntary organisations, social struggles, and political activity of every kind.In developing the argument that such involvement can provide extraordinarily powerful learning opportunities, he uses case studies from the United States of America, Australia as well as Third World countries - Brazil and Zimbabwe - and embracing very diverse environmental, womens, worker and political struggles. He is particularly interested in how involvement in social action can help people to unlearn dominant, oppressive ideologies and discourses and learn instead oppositional, liberatory ones, even if such processes of emancipatory learning are inevitably complex and contradictory. He relates these processes of informal learning in contested contexts to current thinking in adult education and points the way to a somewhat different, and more radical, agenda in adult education theory and practice.For adult educators, community workers and others working with socially engaged citizens, the insights and lessons of this book ought to be especially useful as they try to develop their own practice in such contexts. Relates these informal learning processes to current thinking in adult education and points the way to a different agenda in adult education theory and practice. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Hardcover. Condición: new. Hardcover. This book seeks to increase our understanding of those non-educational contexts and informal circumstances in which people learn. Adult educators, Professor Foley argues, ought not to neglect the importance of the incidental learning which can take place, in particular, when people become in…volved in voluntary organisations, social struggles, and political activity of every kind.In developing the argument that such involvement can provide extraordinarily powerful learning opportunities, he uses case studies from the United States of America, Australia as well as Third World countries - Brazil and Zimbabwe - and embracing very diverse environmental, womens, worker and political struggles. He is particularly interested in how involvement in social action can help people to unlearn dominant, oppressive ideologies and discourses and learn instead oppositional, liberatory ones, even if such processes of emancipatory learning are inevitably complex and contradictory. He relates these processes of informal learning in contested contexts to current thinking in adult education and points the way to a somewhat different, and more radical, agenda in adult education theory and practice.For adult educators, community workers and others working with socially engaged citizens, the insights and lessons of this book ought to be especially useful as they try to develop their own practice in such contexts. Relates these informal learning processes to current thinking in adult education and points the way to a different agenda in adult education theory and practice. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Librería: moluna, Greven, Alemaniamoluna
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. clearly written and refreshingly openÜber den AutorGriff Foley is Director of the Centre for Popular Education, University of Technology, Sydney, Australia.Klappentextrnrnclearly written and refreshingly open.
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Librería: preigu, Osnabrück, Alemaniapreigu
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Buch. Condición: Neu. Learning in Social Action | A Contribution to Understanding Education and Training | Griff Foley (u. a.) | Buch | Gebunden | Englisch | 1999 | Bloomsbury 3PL | EAN 9781856496834 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print…on Demand.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book seeks to increase our understanding of those non-educational contexts and informal circumstances in which people learn. Adult educators, Professor Foley argues, ought not to neglect the importance of the incidental learning which can…take place, in particular, when people become involved in voluntary organisations, social struggles, and political activity of every kind.In developing the argument that such involvement can provide extraordinarily powerful learning opportunities, he uses case studies from the United States of America, Australia as well as Third World countries - Brazil and Zimbabwe - and embracing very diverse environmental, women's, worker and political struggles. He is particularly interested in how involvement in social action can help people to unlearn dominant, oppressive ideologies and discourses and learn instead oppositional, liberatory ones, even if such processes of emancipatory learning are inevitably complex and contradictory. He relates these processes of informal learning in contested contexts to current thinking in adult education and points the way to a somewhat different, and more radical, agenda in adult education theory and practice.For adult educators, community workers and others working with socially engaged citizens, the insights and lessons of this book ought to be especially useful as they try to develop their own practice in such contexts.
