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Play and learning in adulthoodreimagining pedagogy and the politics of education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Play and learning in adulthoodby Nicola Whitton.
Reminder of title:	reimagining pedagogy and the politics of education /
Author:	Whitton, Nicola.
Published:	Cham :Springer International Publishing :2022.
Description:	xv, 201 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Adult learning.
Online resource:	https://doi.org/10.1007/978-3-031-13975-8
ISBN:	9783031139758$q(electronic bk.)

Play and learning in adulthoodreimagining pedagogy and the politics of education /
Whitton, Nicola.

Play and learning in adulthoodreimagining pedagogy and the politics of education /[electronic resource] :by Nicola Whitton. - Cham :Springer International Publishing :2022. - xv, 201 p. :ill., digital ;24 cm.

Chapter 1. Introducing adult play -- Chapter 2. Games, play, and playfulness -- Chapter 3. Play in post-compulsory education -- Chapter 4. A manifesto for playful learning -- Chapter 5. The playful educator -- Chapter 6. A critical exploration of play -- Chapter 7. Play for a better world.

This book provides a theoretical and philosophical examination of games, play and playfulness and their relationships to learning and wellbeing in adulthood. It draws on an interdisciplinary literature base (including game-based learning, game studies, education, psychology, and game design) to present a critical manifesto for playful learning in post-compulsory education and lifelong learning. While there is an established body of work in games and learning in adulthood, and a wide literature on the value of play in childhood, the wider potential of play in adulthood and playfulness is under-explored and still emergent. This book offers a comprehensive overview of play in adulthood, exploring the benefits and drawbacks, examining why play in adulthood is different from play in childhood, the role of play in culture, and making an argument for why it is important in our society that we embrace the principles of playfulness. Nicola Whitton is Director of the Durham Centre for Academic Development and Professor of Education at Durham University, UK. Her research focuses on play in adulthood, in particular games and learning in the context of Higher Education, and the potential of play in teaching, research, and academic practice.

ISBN: 9783031139758$q(electronic bk.)

Standard No.: 10.1007/978-3-031-13975-8doiSubjects--Topical Terms:

287287
Adult learning.

LC Class. No.: LC5225.L42

Dewey Class. No.: 374

Play and learning in adulthoodreimagining pedagogy and the politics of education /
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505 0 $a Chapter 1. Introducing adult play -- Chapter 2. Games, play, and playfulness -- Chapter 3. Play in post-compulsory education -- Chapter 4. A manifesto for playful learning -- Chapter 5. The playful educator -- Chapter 6. A critical exploration of play -- Chapter 7. Play for a better world.
520 $a This book provides a theoretical and philosophical examination of games, play and playfulness and their relationships to learning and wellbeing in adulthood. It draws on an interdisciplinary literature base (including game-based learning, game studies, education, psychology, and game design) to present a critical manifesto for playful learning in post-compulsory education and lifelong learning. While there is an established body of work in games and learning in adulthood, and a wide literature on the value of play in childhood, the wider potential of play in adulthood and playfulness is under-explored and still emergent. This book offers a comprehensive overview of play in adulthood, exploring the benefits and drawbacks, examining why play in adulthood is different from play in childhood, the role of play in culture, and making an argument for why it is important in our society that we embrace the principles of playfulness. Nicola Whitton is Director of the Durham Centre for Academic Development and Professor of Education at Durham University, UK. Her research focuses on play in adulthood, in particular games and learning in the context of Higher Education, and the potential of play in teaching, research, and academic practice.
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