Description
This insightful book is ideal for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning. Asking pertinent questions relating to discourses on policy, the authors offer the reader a rare view of lifelong learning from a gender-focused perspective, filling a gap in the literature and moving current debate on into new areas. Questions addressed include:
- To what extent can the policy discourses and institutional contexts of lifelong learning be seen as masculinised and/or feminised?
- What are the gender implications of lifelong learning policy?
- In what ways are learners’ identities constructed through lifelong learning?
- Does lifelong learning provide opportunities to challenge or transgress gender binaries?
- What are the implications for practice?
Table of Contents
Introduction: Gendering Lifelong Learning Section 1: The Policy Context 1. Unprotected Participation in Life Long Learning and the Politics of Hope: A Feminist Reality Check of Discourses Around Flexibility, Seamlessness and Learner Earners 2. Locating the Learner within EU Policy: Trajectories, Complexities, Identities 3. Gendered Constructions of Lifelong Learning and the Learner in the UK Policy Context Section 2: Accessing Lifelong Learning 4. Troubling Trajectories: Gendered ‘Choices’ and Pathways from School to Work 5. Masculinities, Femininities and Resistance to Participation in Post-Compulsory Education 6. Fair Access? Exploring Gender, Access and Participation beyond Entry to Higher Education Section 3: Experiences of Lifelong Learning 7. Community Education: Participation, Risk and Desire 8. From Childcare Practitioner to FE Tutor: Biography, Identity and Lifelong Learning 9. Disability, Gender and Identity: The Experiences of Disabled Students in Higher Education 10. The In/Visible Journey: Black Women’s Life-Long Lessons in Higher Education 11. Older Women as Lifelong Learners 12. War and Diaspora as Lifelong Learning Contexts for Immigrant Women
