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Adult education as empowermentre-ima...

Boyadjieva, Pepka.

Adult education as empowermentre-imagining lifelong learning through the capability approach, recognition theory and common goods perspective /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adult education as empowermentby Pepka Boyadjieva, Petya Ilieva-Trichkova.
Reminder of title:	re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective /
Author:	Boyadjieva, Pepka.
other author:	Ilieva-Trichkova, Petya.
Published:	Cham :Springer International Publishing :2021.
Description:	xxi, 343 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Adult education.
Online resource:	https://doi.org/10.1007/978-3-030-67136-5
ISBN:	9783030671365$q(electronic bk.)

Adult education as empowermentre-imagining lifelong learning through the capability approach, recognition theory and common goods perspective /
Boyadjieva, Pepka.

Adult education as empowermentre-imagining lifelong learning through the capability approach, recognition theory and common goods perspective /[electronic resource] :by Pepka Boyadjieva, Petya Ilieva-Trichkova. - Cham :Springer International Publishing :2021. - xxi, 343 p. :ill., digital ;24 cm. - Palgrave studies in adult education and lifelong learning,2524-6313. - Palgrave studies in adult education and lifelong learning..

1. Introduction: The Feasibility Of Re-Imagining Adult Education As Empowerment -- 2.The Lifelong Learning Hybrid -- 3. The Heuristic Potential Of The Capability Approach In Studying (Adult) Education -- 4. Adult Education As An Agency And Empowerment Process -- 5. The Social Embeddedness Of The Capability To Participate In Adult Education -- 6. Lifelong Striving For Recognition: A Recognition Perspective Towards Adult Education -- 7. Towards A Holistic Understanding Of The Missions And Roles Of Adult Education -- 8. Equity For Whom, To What And Where: The Multi-Dimensional Character Of Social Justice In Adult Education -- 9. Fragile Sociality: Inequalities In Access To Adult Education And Social Trust -- 10. Irreducibly Social: Rethinking Adult Education As A Common Good -- 11. Conclusion: Adult Education As An Instrument For Empowerment Or Social Control? -- 12 Methodological Note: Pros And Cons Of Large-Scale International Surveys.

This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with insights from recognition theory; the embeddedness approach; the political economic perspective for understanding public and private goods and the common goods perspective. The analysis draws on data from large-scale international studies - alongside qualitative data - and adopts a wide-ranging European comparative perspective. The book develops original instruments for measuring different dimensions of adult education as a common good, and its realisation in different social contexts. It is aimed at academics, students, practitioners, and policy makers interested in adult and/or higher education and the social justice perspective to human life.

ISBN: 9783030671365$q(electronic bk.)

Standard No.: 10.1007/978-3-030-67136-5doiSubjects--Topical Terms:

278563
Adult education.

LC Class. No.: LC5215 / .B653 2021

Dewey Class. No.: 374

Adult education as empowermentre-imagining lifelong learning through the capability approach, recognition theory and common goods perspective /
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505 0 $a 1. Introduction: The Feasibility Of Re-Imagining Adult Education As Empowerment -- 2.The Lifelong Learning Hybrid -- 3. The Heuristic Potential Of The Capability Approach In Studying (Adult) Education -- 4. Adult Education As An Agency And Empowerment Process -- 5. The Social Embeddedness Of The Capability To Participate In Adult Education -- 6. Lifelong Striving For Recognition: A Recognition Perspective Towards Adult Education -- 7. Towards A Holistic Understanding Of The Missions And Roles Of Adult Education -- 8. Equity For Whom, To What And Where: The Multi-Dimensional Character Of Social Justice In Adult Education -- 9. Fragile Sociality: Inequalities In Access To Adult Education And Social Trust -- 10. Irreducibly Social: Rethinking Adult Education As A Common Good -- 11. Conclusion: Adult Education As An Instrument For Empowerment Or Social Control? -- 12 Methodological Note: Pros And Cons Of Large-Scale International Surveys.
520 $a This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with insights from recognition theory; the embeddedness approach; the political economic perspective for understanding public and private goods and the common goods perspective. The analysis draws on data from large-scale international studies - alongside qualitative data - and adopts a wide-ranging European comparative perspective. The book develops original instruments for measuring different dimensions of adult education as a common good, and its realisation in different social contexts. It is aimed at academics, students, practitioners, and policy makers interested in adult and/or higher education and the social justice perspective to human life.
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