Purposes, Pedagogies and Practices in Lifewide Adult Education in New Zealand: A Preview

Autor/in	Zepke, Nick
Titel	Purposes, Pedagogies and Practices in Lifewide Adult Education in New Zealand: A Preview
Quelle	In: International Review of Education, 61 (2015) 1, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-015-9469-x
Schlagwörter	Adult Education; Foreign Countries; Teaching Methods; Educational Practices; Causal Models; Futures (of Society); Educational Trends; Neoliberalism; Educational Policy; New Zealand + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Kausalanalyse; Future; Society; Zukunft; Bildungsentwicklung; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Neuseeland
Abstract	This paper is interested in projecting the likely purposes, pedagogies and practices influencing lifewide adult education in New Zealand ten years from now. It first identifies learning spaces in which lifewide adult education takes place. It explores formal, non-formal and informal spaces which conform to or oppose dominant ideological policies, trends and discourses. Second, it discusses current purposes, pedagogies and practices in lifewide adult education. The official purposes are seen as adult education contributing to New Zealand's success in a global marketplace. While lifewide adult education provides spaces to achieve such official purposes, it also creates spaces of neutrality and opposition. In the third section, the paper uses causal layered analysis (CLA) to project the likely future of lifewide adult education. The paper concludes that that while neoliberal purposes, pedagogies and practices will remain dominant, what will be flourishing in diverse spaces is counter-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01