Literaturnachweis - Detailanzeige
| Autor/in | Zepke, Nick |
|---|---|
| Titel | Lifelong Education for Subjective Well-Being: How Do Engagement and Active Citizenship Contribute? |
| Quelle | In: International Journal of Lifelong Education, 32 (2013) 5, S.639-651 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-1370 |
| DOI | 10.1080/02601370.2012.753125 |
| Schlagwörter | Foreign Countries; Lifelong Learning; Well Being; Learner Engagement; Citizen Participation; Citizenship; Global Approach; Educational Change; Social Justice; Critical Theory; Curriculum; New Zealand |
| Abstract | This article addresses the question: how can lifelong education contribute to subjective well-being by engaging learners and fostering active citizenship? The question arises due to the fact that governments in the western world have identified well-being as an important policy driver. Well-being research suggests that subjective well-being, student engagement and active citizenship are interconnected--that engagement and active citizenship contribute to subjective well-being. The paper discusses three emerging views about how lifelong education can engage learners in active citizenship. One conforms to mainstream views that lifelong education must prepare learners for success in a globalized world as global citizens. Another holds that lifelong education must be reformed to create global citizens who contribute to social well-being. A third view aligns with social critical perspectives that lifelong education must advance well-being through social justice. The paper concludes by discussing how conforming, reforming and radical views about lifelong education can enhance active citizenship, engagement and well-being. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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