Situating Learning in the Context of Sustainability: Indigenous Learning, Formal Schooling and Beyond

Autor/in	Salem, Abeer
Titel	Situating Learning in the Context of Sustainability: Indigenous Learning, Formal Schooling and Beyond
Quelle	In: Studies in the Education of Adults, 51 (2019) 2, S.161-179 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salem, Abeer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2019.1604306
Schlagwörter	Situated Learning; Indigenous Knowledge; Foreign Countries; Females; Migrants; Arabs; Cultural Context; Lifelong Learning; Sustainability; Peer Relationship; Experiential Learning; Age Differences; Family Relationship; Sex Role; Oral Tradition; Community Characteristics; Physical Environment; Relevance (Education); Egypt + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Migrantin; Arab; Araber; Life-long learning; Lebenslanges Lernen; Nachhaltigkeit; Peer-Beziehungen; Experiental learning; Erfahrungsorientiertes Lernen; Age; Difference; Age difference; Altersunterschied; Geschlechterrolle; Oral history; Mündliche Überlieferung; Natürliche Umwelt; Relevance; Relevanz; Ägypten
Abstract	This paper focuses on learning by a group of Bedouin women in a community in eastern Egypt. It discusses the dynamic nature of indigenous learning, and the adaptability of its patterns and content. It describes how its patterns may yield to modern learning systems, and how traditional knowledge and livelihoods may be lost in the process. It gleans ideas on how traditional and formal learning can meet, situating learning in the larger context of sustainability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01