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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

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dit boek hoort een gelijknamige cd.Bijhorend: Transcriptions en Corrigés

Frans --- Grammatica --- Volwasseneneducatie --- Français langue étrangère --- Oefening

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Eindwerk bestaat uit drie delen :1/3 : eindwerk2/3 : screening online beschikbaar materiaal3/3 : usb-stick

Wiskunde --- 1e graad secundair onderwijs --- Gevangenis --- Volwasseneneducatie

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81853439

competenties --- opleidingsprofiel --- Lerarenopleiding --- Opleidingsprofielen --- School management --- Adult education. Lifelong learning --- Onderwijsorganisatie --- Volwasseneneducatie. Permanente vorming --- Teacher education. Teacher's profession --- Vlaanderen --- Lerarenopleiding. --- Opleidingsprofielen. --- competenties. --- opleidingsprofiel. --- Emigratie

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This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning. These include ergonomics and professional didactics. Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the dominant medium for scientific and educational discussion. This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. In this way, they offer noteworthy and worthwhile contributions to contemporary global considerations of learning through work. "This book is most important for our community, not only for the workplace learning community, but for the whole field of educational, psychological and pedagogical science." Professor Hans Gruber, EARLI President from 2015 to 2017<.

Didactics --- Adult education. Lifelong learning --- Technical, artistic and vocational education --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- didactiek --- beroepsvervolmaking --- beroepsopleiding --- volwasseneneducatie --- levenslang leren