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Participation can be a double-edged sword in that it can be used to bind people into agendas and policies they have little control over or it can help enable them to give voice to real and significant issues. Drawing on the work of Raymond Williams, genuine participation has to be an open and democratic process which enables all to contribute to the creation of meanings. Adult education in communities can then be involved in the process of creating ‘really useful knowledge’, that is, knowledge which enables people – individuals and collectivities who experience systematic forms of oppression, domination and exploitation – to think about, analyse and act on their situation individually and severally. By drawing on contemporary accounts of emancipatory action and participatory research the author elaborates on the role of adult educators in this context. (From the Preface) This book tries to reflect on adult education and its close relationships with communities. It is a modest attempt to maintain adult education in the scope of the community life against the growing schooling, the focus on employability, and on the labour market. In the last years it seems that adult education has become a kind of provider of diplomas, skills and competences and has forgotten its role to enlighten individuals and help them to share their community life with an abundance of richness, diversity, sadness and happiness. Adult Education is intrinsically connected to daily life, and the life that individuals constantly edify in their interactions. If adult education is connected to daily life, one of the major tasks is to recover this feeling and to link daily life and education. I think that at present time, in a moment of intense reductionism, reality is usually presented as very plain, losing its complexity and diversity that are related to the fact that life is being lived everyday by men and women as creators and relational beings.

Teaching --- onderwijs --- volwasseneneducatie --- opvoeding --- Adult education --- Education. --- Education, general.

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Lerarenopleiding --- algemeen. --- Secondary education --- HO (hoger onderwijs) --- volwasseneneducatie --- onderwijsstijlen --- Adult education. Lifelong learning --- Didactic strategies --- lesgeven --- didactiek --- 454.23 --- Didactiek --- Doceerstijl --- Doceren --- Evaluatie --- Groepsmanagment --- Leerstof concretiseren --- Lesgeven --- Ordehandhaving --- Presentatie --- Uitstraling --- Vakkennis --- Zelfreflectie --- 489.4 --- Onderwijskunde --- Didactische principes --- Onderwijs --- Volwasseneneducatie --- Leerprocessen --- Methodiek --- Leerproces --- Opvoeding --- Pedagogiek --- Statistische gegevens --- Sport

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Mensen leren voortdurend. Niet alleen op school, maar veel meer nog daarbuiten. Soms is leren een geleidelijke verandering, soms is het een ingrijpende herziening van opvattingen en handelwijzen. De ene keer gaat leren en veranderen bijna onopgemerkt, dan weer is het een zeer bewust ondernomen activiteit.Dit boek gaat in op de vraag wat leren nu eigenlijk is, welke manieren van leren er zijn, hoe eerdere leerprocessen de capaciteit en de motivatie beïnvloeden en welke invloed de sociaal-culturele omgeving op de lerende heeft. Bij de bespreking van deze thema's verwijst de auteur steeds naar diverse leertheorieën. Zo worden nieuwe ideeën over leren en veranderen verbonden met eerder verworven inzichten. Ook de recente inzichten met betrekking tot informeel leren zijn in het boek verwerkt, evenals die op het gebied van contacten tussen verschillende (sub)culturen.Leren en veranderen bij volwassenen is ten eerste bestemd voor hen die in hun werk mensen motiveren en begeleiden bij leren en veranderen: opleiders, docenten en trainers. Een tweede groep bestaat uit personeelsconsulenten, managers beoordelaars bij assessment en bemiddelaars bij bijvoorbeeld arbeidsbureaus of outplacementbureaus. Een derde, deels overlappende groep bestaat uit managers, organisatieadviseurs en opleidingshoofden die hun beleid willen baseren op een visie op leren en veranderen bij volwassenen.

volwasseneneducatie --- veranderingsmanagement --- leren --- Adult education. Lifelong learning --- Sociology of cultural policy --- leertheorieën --- didactische processen --- Leerpsychologie --- #PBIB:2004.2 --- 415.4 --- leerpsychologie --- levenslang leren --- 159.95 --- Cultuur --- Leren --- Onderwijsleerprocessen --- 374.7 --- Veranderingsprocessen --- Volwassenen --- Hogere geestelijke functies --- 450.8 --- leerprocessen --- methodiek --- personeelsbeleid --- volwassenen --- Methodiek van het studeren --- Volwasseneneducatie

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Programming --- MS Word --- informatica --- 004.42 --- Word 2010 --- 487.2 --- Informatica --- tekstverwerking --- volwassenenonderwijs --- 527.2 --- Word --- Computerprogramma's --- Informatiekunde --- PHL-Education 13 --- informatica: hand- en leerboeken --- Volwasseneneducatie --- Computervaardigheden --- Secundair onderwijs --- Tekstverwerking --- Software --- Verpleegkunde

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The book provides a historical overview of adult literacy theory, policy, practice, and research from the mid-1980's to the present. The main focus is a descriptive analysis of three distinctive schools of literacy: the Freirean-based participatory literacy movement grounded in oppositional politics and grass-roots community activism; the British-based New Literacy Studies that focuses on the ways in which diverse students utilize various literacy practices in their daily lives; and the U.S. federal government's focus on functional literacy linked to a 45-year policy emphasis on workforce readi

Functional literacy --- Adult education and state --- Progressive education --- Progressivism in education --- Education --- State and adult education --- Adult education --- Education and state --- Adult literacy --- Functional illiteracy --- Life skills --- Literacy --- Government policy --- Philosophy --- Sociale agogiek --- Permanente vorming en volwasseneneducatie.