Literaturnachweis - Detailanzeige
| Autor/in | Lochrie, Margaret |
|---|---|
| Titel | Building All Our Futures |
| Quelle | In: Adults Learning, 16 (2005) 6, S.8-10 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0955-2308 |
| Schlagwörter | Social Justice; Family Relationship; Family Literacy; Social Networks; Public Policy; Adult Learning; Access to Education; Change Strategies; Social Change; Family Influence; Community Education; Foreign Countries; Family Role; United Kingdom |
| Abstract | Among the great scientific discoveries of the 20th century, attachment theory provides an explanation for the intense and enduring bonds which are formed in infancy and extended and developed through childhood and adult life. Those early attachments, formed within families, provide people with a framework for understanding themselves and others and a working model of who they are. Children, together with old people and the sick, are the key beneficiaries of the welfare state and, for many, provide almost the whole purpose of the education system. The post-war extension of state education should have provided the guarantee of a ladder of opportunity for each child as well as a tool for social mobility. That guarantee has not been met, in part because of an overly instrumental construct of education in which the child has figured as little more than an "empty box", dissociated from the context of family and social networks and from the varying perspectives held by children themselves. In the period of New Labour government, eradicating child poverty and the over-arching goal of social justice have been the main drivers of public policy. This, in turn, has allowed family learning to emerge from the wings. As government-funded research has brought people to a fuller understanding of the family as the key transmitter of educational success, the potential of family learning, as a gateway for change, has assumed added significance. It is not difficult to understand why. The underlying subject matter--children and family relationships--has emotional resonance, concerns feelings as well as ideas, draws on the solidarity of the group and has practical application in people's daily lives. There is an essential polarity between this experience of education and prior experience of school, commonly recalled as abstract, impersonal and divisive. In these key respects, family learning begins to appear not just as a useful means of attracting "hard-to-reach" learners, but as a holistic example of how all education might be. In this article, the author argues that family learning should be available to all families in the same way as antenatal and primary health care. (ERIC). |
| Anmerkungen | National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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