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Recognizing Green Skills Through Non-formal Learning: A Comparative Study in Asia (Education for Sustainability #5)

by Margarita Pavlova Madhu Singh

This open access book looks into the roles and practices of small and micro-enterprises in formal and informal economies across seven countries and one territory in terms of how they contribute to environmental and sustainable development and green skills promotion. By taking into account the perspectives in these four sectors, catering, automotive, waste management and polyvinyl chloride production, this book maps environmental green practices in the region, identifying mechanisms used to assess existing skills (i.e. knowledge, skills and competencies), and evaluating the potential for green skills inclusion in recognition, validation and accreditation.

Recognizing Promise: The Role of Community Colleges in a Post Pandemic World (Great Debates in Higher Education)

by Michael A. Baston Beatrice L. Bridglall Michael Nettles

COVID-19 has exposed and exacerbated entrenched inequities spawned by the historical and structural reality of bigotry, prejudice, discrimination, and inequity in all forms, and at institutional and individual levels. It is perceived that higher education institutions also perpetuates these inequities, which is fuelled by prevailing misconceptions, such as “college should be limited to the privileged few”; or that “community colleges are in some way ‘inferior’.” Recognizing Promise re-establishes the role community colleges can play in reversing centuries of racial and gender disparities in economic wealth, health, education, and life expectancy stemming from current and historical policies and practices that sustain structural racism. The result is a more civic-minded, educated citizenry and a stronger workforce of tomorrow. Educators in the community college space, in partnership with business, industry and philanthropic leaders, can lead the way in reasserting commitment toward eradicating racism and sustaining reform that advocates inclusive excellence, educational access and programmatic diversity, and the alignment of learning with opportunities in the workplace.

Recognizing Promise: The Role of Community Colleges in a Post Pandemic World (Great Debates in Higher Education)

by Michael A. Baston, Beatrice L. Bridglall, Michael Nettles

COVID-19 has exposed and exacerbated entrenched inequities spawned by the historical and structural reality of bigotry, prejudice, discrimination, and inequity in all forms, and at institutional and individual levels. It is perceived that higher education institutions also perpetuates these inequities, which is fuelled by prevailing misconceptions, such as “college should be limited to the privileged few”; or that “community colleges are in some way ‘inferior’.” Recognizing Promise re-establishes the role community colleges can play in reversing centuries of racial and gender disparities in economic wealth, health, education, and life expectancy stemming from current and historical policies and practices that sustain structural racism. The result is a more civic-minded, educated citizenry and a stronger workforce of tomorrow. Educators in the community college space, in partnership with business, industry and philanthropic leaders, can lead the way in reasserting commitment toward eradicating racism and sustaining reform that advocates inclusive excellence, educational access and programmatic diversity, and the alignment of learning with opportunities in the workplace.

Recognizing the Psychological and Cultural Strengths of Black Americans: Historical, Social and Psychological Perspectives

by Robert T. Carter

This book examines the cultural beliefs and practices of Black folks in relation to psychological strength.Divided into four parts, the book begins with a discussion on the history of African civilizations, including an analysis of faiths, architecture, and cultural diversity of the continent, followed by a meaningful dialogue on the history of slavery and plantations in North America. The later sections are a study on the contribution of the African American community towards America’s prosperity. The book explores cultural values as a source of power, and uses historical, social, and psychological research to construct a framework of Black cultural values and psychological resolve. The author offers practical applications and interventions to demonstrate how this framework can be applied to training and policy matters on both individual and systemic levels.Recognizing the Psychological and Cultural Strengths of Black Americans is essential reading for students and academics in the fields of Psychology, Sociology, Critical Race Theory, Political Science, and other related disciplines. It will also be a useful resource for professionals including policy makers, psychologist, counsellors, educators, and social workers.

Recognizing the Psychological and Cultural Strengths of Black Americans: Historical, Social and Psychological Perspectives

by Robert T. Carter

This book examines the cultural beliefs and practices of Black folks in relation to psychological strength.Divided into four parts, the book begins with a discussion on the history of African civilizations, including an analysis of faiths, architecture, and cultural diversity of the continent, followed by a meaningful dialogue on the history of slavery and plantations in North America. The later sections are a study on the contribution of the African American community towards America’s prosperity. The book explores cultural values as a source of power, and uses historical, social, and psychological research to construct a framework of Black cultural values and psychological resolve. The author offers practical applications and interventions to demonstrate how this framework can be applied to training and policy matters on both individual and systemic levels.Recognizing the Psychological and Cultural Strengths of Black Americans is essential reading for students and academics in the fields of Psychology, Sociology, Critical Race Theory, Political Science, and other related disciplines. It will also be a useful resource for professionals including policy makers, psychologist, counsellors, educators, and social workers.

The Recombinant University: Genetic Engineering and the Emergence of Stanford Biotechnology (Synthesis)

by Doogab Yi

The advent of recombinant DNA technology in the 1970s was a key moment in the history of both biotechnology and the commercialization of academic research. Doogab Yi’s The Recombinant University draws us deeply into the academic community in the San Francisco Bay Area, where the technology was developed and adopted as the first major commercial technology for genetic engineering. In doing so, it reveals how research patronage, market forces, and legal developments from the late 1960s through the early 1980s influenced the evolution of the technology and reshaped the moral and scientific life of biomedical researchers. Bay Area scientists, university administrators, and government officials were fascinated by and increasingly engaged in the economic and political opportunities associated with the privatization of academic research. Yi uncovers how the attempts made by Stanford scientists and administrators to demonstrate the relevance of academic research were increasingly mediated by capitalistic conceptions of knowledge, medical innovation, and the public interest. Their interventions resulted in legal shifts and moral realignments that encouraged the privatization of academic research for public benefit. The Recombinant University brings to life the hybrid origin story of biotechnology and the ways the academic culture of science has changed in tandem with the early commercialization of recombinant DNA technology.

The Recombinant University: Genetic Engineering and the Emergence of Stanford Biotechnology (Synthesis)

by Doogab Yi

The advent of recombinant DNA technology in the 1970s was a key moment in the history of both biotechnology and the commercialization of academic research. Doogab Yi’s The Recombinant University draws us deeply into the academic community in the San Francisco Bay Area, where the technology was developed and adopted as the first major commercial technology for genetic engineering. In doing so, it reveals how research patronage, market forces, and legal developments from the late 1960s through the early 1980s influenced the evolution of the technology and reshaped the moral and scientific life of biomedical researchers. Bay Area scientists, university administrators, and government officials were fascinated by and increasingly engaged in the economic and political opportunities associated with the privatization of academic research. Yi uncovers how the attempts made by Stanford scientists and administrators to demonstrate the relevance of academic research were increasingly mediated by capitalistic conceptions of knowledge, medical innovation, and the public interest. Their interventions resulted in legal shifts and moral realignments that encouraged the privatization of academic research for public benefit. The Recombinant University brings to life the hybrid origin story of biotechnology and the ways the academic culture of science has changed in tandem with the early commercialization of recombinant DNA technology.

The Recombinant University: Genetic Engineering and the Emergence of Stanford Biotechnology (Synthesis)

by Doogab Yi

The advent of recombinant DNA technology in the 1970s was a key moment in the history of both biotechnology and the commercialization of academic research. Doogab Yi’s The Recombinant University draws us deeply into the academic community in the San Francisco Bay Area, where the technology was developed and adopted as the first major commercial technology for genetic engineering. In doing so, it reveals how research patronage, market forces, and legal developments from the late 1960s through the early 1980s influenced the evolution of the technology and reshaped the moral and scientific life of biomedical researchers. Bay Area scientists, university administrators, and government officials were fascinated by and increasingly engaged in the economic and political opportunities associated with the privatization of academic research. Yi uncovers how the attempts made by Stanford scientists and administrators to demonstrate the relevance of academic research were increasingly mediated by capitalistic conceptions of knowledge, medical innovation, and the public interest. Their interventions resulted in legal shifts and moral realignments that encouraged the privatization of academic research for public benefit. The Recombinant University brings to life the hybrid origin story of biotechnology and the ways the academic culture of science has changed in tandem with the early commercialization of recombinant DNA technology.

The Recombinant University: Genetic Engineering and the Emergence of Stanford Biotechnology (Synthesis)

by Doogab Yi

The advent of recombinant DNA technology in the 1970s was a key moment in the history of both biotechnology and the commercialization of academic research. Doogab Yi’s The Recombinant University draws us deeply into the academic community in the San Francisco Bay Area, where the technology was developed and adopted as the first major commercial technology for genetic engineering. In doing so, it reveals how research patronage, market forces, and legal developments from the late 1960s through the early 1980s influenced the evolution of the technology and reshaped the moral and scientific life of biomedical researchers. Bay Area scientists, university administrators, and government officials were fascinated by and increasingly engaged in the economic and political opportunities associated with the privatization of academic research. Yi uncovers how the attempts made by Stanford scientists and administrators to demonstrate the relevance of academic research were increasingly mediated by capitalistic conceptions of knowledge, medical innovation, and the public interest. Their interventions resulted in legal shifts and moral realignments that encouraged the privatization of academic research for public benefit. The Recombinant University brings to life the hybrid origin story of biotechnology and the ways the academic culture of science has changed in tandem with the early commercialization of recombinant DNA technology.

Recommender Systems for Learning (SpringerBriefs in Electrical and Computer Engineering)

by Nikos Manouselis Hendrik Drachsler Katrien Verbert Erik Duval

Technology enhanced learning (TEL) aims to design, develop and test sociotechnical innovations that will support and enhance learning practices of both individuals and organisations. It is therefore an application domain that generally covers technologies that support all forms of teaching and learning activities. Since information retrieval (in terms of searching for relevant learning resources to support teachers or learners) is a pivotal activity in TEL, the deployment of recommender systems has attracted increased interest. This brief attempts to provide an introduction to recommender systems for TEL settings, as well as to highlight their particularities compared to recommender systems for other application domains.

Recommender Systems for Technology Enhanced Learning: Research Trends and Applications

by Nikos Manouselis Hendrik Drachsler Katrien Verbert Olga C. Santos

As an area, Technology Enhanced Learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of individuals and organizations. Information retrieval is a pivotal activity in TEL and the deployment of recommender systems has attracted increased interest during the past years.Recommendation methods, techniques and systems open an interesting new approach to facilitate and support learning and teaching. The goal is to develop, deploy and evaluate systems that provide learners and teachers with meaningful guidance in order to help identify suitable learning resources from a potentially overwhelming variety of choices.Contributions address the following topics: i) user and item data that can be used to support learning recommendation systems and scenarios, ii) innovative methods and techniques for recommendation purposes in educational settings and iii) examples of educational platforms and tools where recommendations are incorporated.

Reconceiving Infertility: Biblical Perspectives on Procreation and Childlessness

by Candida R. Moss Joel S. Baden

In the Book of Genesis, the first words God speaks to humanity are "Be fruitful and multiply." From ancient times to today, these words have been understood as a divine command to procreate. Fertility is viewed as a sign of blessedness and moral uprightness, while infertility is associated with sin and moral failing. Reconceiving Infertility explores traditional interpretations such as these, providing a more complete picture of how procreation and childlessness are depicted in the Bible.Closely examining texts and themes from both the Hebrew Bible and the New Testament, Candida Moss and Joel Baden offer vital new perspectives on infertility and the social experiences of the infertile in the biblical tradition. They begin with perhaps the most famous stories of infertility in the Bible—those of the matriarchs Sarah, Rebekah, and Rachel—and show how the divine injunction in Genesis is both a blessing and a curse. Moss and Baden go on to discuss the metaphorical treatments of Israel as a "barren mother," the conception of Jesus, Paul's writings on family and reproduction, and more. They reveal how biblical views on procreation and infertility, and the ancient contexts from which they emerged, were more diverse than we think.Reconceiving Infertility demonstrates that the Bible speaks in many voices about infertility, and lays a biblical foundation for a more supportive religious environment for those suffering from infertility today.

Reconceiving Infertility: Biblical Perspectives on Procreation and Childlessness

by Candida R. Moss Joel S. Baden

In the Book of Genesis, the first words God speaks to humanity are "Be fruitful and multiply." From ancient times to today, these words have been understood as a divine command to procreate. Fertility is viewed as a sign of blessedness and moral uprightness, while infertility is associated with sin and moral failing. Reconceiving Infertility explores traditional interpretations such as these, providing a more complete picture of how procreation and childlessness are depicted in the Bible.Closely examining texts and themes from both the Hebrew Bible and the New Testament, Candida Moss and Joel Baden offer vital new perspectives on infertility and the social experiences of the infertile in the biblical tradition. They begin with perhaps the most famous stories of infertility in the Bible—those of the matriarchs Sarah, Rebekah, and Rachel—and show how the divine injunction in Genesis is both a blessing and a curse. Moss and Baden go on to discuss the metaphorical treatments of Israel as a "barren mother," the conception of Jesus, Paul's writings on family and reproduction, and more. They reveal how biblical views on procreation and infertility, and the ancient contexts from which they emerged, were more diverse than we think.Reconceiving Infertility demonstrates that the Bible speaks in many voices about infertility, and lays a biblical foundation for a more supportive religious environment for those suffering from infertility today.

Reconceiving Structure in Contemporary Music: New Tools in Music Theory and Analysis (Routledge Studies in Music Theory)

by Judy Lochhead

This book studies recent music in the western classical tradition, offering a critique of current analytical/theoretical approaches and proposing alternatives. The critique addresses the present fringe status of recent music sometimes described as crossover, postmodern, post-classical, post-minimalist, etc. and demonstrates that existing descriptive languages and analytical approaches do not provide adequate tools to address this music in positive and productive terms. Existing tools and concepts were developed primarily in the mid-20th century in tandem with the high modernist compositional aesthetic, and they have changed little since then. The aesthetics of music composition, on the other hand, have been in constant transformation. Lochhead proposes new ways to conceive musical works, their structurings of musical experience and time, and the procedures and goals of analytic close reading. These tools define investigative procedures that engage the multiple perspectives of composers, performers, and listeners, and that generate conceptual modes unique to each work. In action, they rebuild a conceptual, methodological, and experiential place for recent music. These new approaches are demonstrated in analyses of four pieces: Kaija Saariaho’s Lonh (1996), Sofia Gubaidulina’s Second String Quartet (1987), Stacy Garrop’s String Quartet no.2, Demons and Angels (2004-05), and Anna Clyne’s "Choke" (2004). This book defies the prediction of classical music’s death, and will be of interest to scholars and musicians of classical music, and those interested in music theory, musicology, and aural culture.

Reconceiving Structure in Contemporary Music: New Tools in Music Theory and Analysis (Routledge Studies in Music Theory)

by Judy Lochhead

This book studies recent music in the western classical tradition, offering a critique of current analytical/theoretical approaches and proposing alternatives. The critique addresses the present fringe status of recent music sometimes described as crossover, postmodern, post-classical, post-minimalist, etc. and demonstrates that existing descriptive languages and analytical approaches do not provide adequate tools to address this music in positive and productive terms. Existing tools and concepts were developed primarily in the mid-20th century in tandem with the high modernist compositional aesthetic, and they have changed little since then. The aesthetics of music composition, on the other hand, have been in constant transformation. Lochhead proposes new ways to conceive musical works, their structurings of musical experience and time, and the procedures and goals of analytic close reading. These tools define investigative procedures that engage the multiple perspectives of composers, performers, and listeners, and that generate conceptual modes unique to each work. In action, they rebuild a conceptual, methodological, and experiential place for recent music. These new approaches are demonstrated in analyses of four pieces: Kaija Saariaho’s Lonh (1996), Sofia Gubaidulina’s Second String Quartet (1987), Stacy Garrop’s String Quartet no.2, Demons and Angels (2004-05), and Anna Clyne’s "Choke" (2004). This book defies the prediction of classical music’s death, and will be of interest to scholars and musicians of classical music, and those interested in music theory, musicology, and aural culture.

Reconceptualising Agency and Childhood: New perspectives in Childhood Studies (Routledge Research in Education)

by Beatrice Hungerland Florian Esser Meike S. Baader Tanja Betz

By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography. Chapter 6 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138854192_oachapter6.pdf

Reconceptualising Agency and Childhood: New perspectives in Childhood Studies (Routledge Research in Education)

by Beatrice Hungerland Florian Esser Meike S. Baader Tanja Betz

By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography. Chapter 6 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138854192_oachapter6.pdf

Reconceptualising Evaluative Practices in HE: The Practice Turn (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)

by Murray Saunders Paul Trowler Veronica Bamber

A considerable amount of money is invested in an ongoing basis on large scale projects to enhance the quality of teaching and learning within the higher education sector. Examples from the UK include the Teaching Quality Enhancement Fund and the creation of CELTS - Centres for Excellence in Learning and Teaching. Similar initiatives can be found in most other Westernized countries. These projects (and other, smaller institutional projects) require evaluation, but the higher education sector has not conceptualized such evaluation work and therefore the opportunity to understand the value of such projects is frequently missed.Reconceptualising Evaluative Practices in HE aims to aid understanding, drawing on a set of evaluative practices from the UK and internationally to foster understanding, which will be of genuine value and relevance to higher education over an indefinite period of time.

Reconceptualising Feedback in Higher Education: Developing dialogue with students

by Stephen Merry Margaret Price David Carless Maddalena Taras

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: • analyses the current issues in feedback practice and their implications for student learning. • identifies the key characteristics of effective feedback practices • explores the changes needed to feedback practice and how they can be brought about• illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.

Reconceptualising Feedback in Higher Education: Developing dialogue with students

by Stephen Merry Margaret Price David Carless Maddalena Taras

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: • analyses the current issues in feedback practice and their implications for student learning. • identifies the key characteristics of effective feedback practices • explores the changes needed to feedback practice and how they can be brought about• illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.

Reconceptualising Information Processing for Education

by Geoff Woolcott

This book presents a novel conceptualisation of universal information processing systems based on studies of environmental interaction in both biological and non-biological systems. This conceptualisation is used to demonstrate how a single overarching framework can be applied to the investigation of human learning and memory by considering matter and energy pathways and their connections. In taking a stance based on everyday interactions, as well as on scientific practices, the conceptualisation is used to consider educational theories and practices, exemplified by the widely cited cognitive load theory. In linking these theories and practices more closely to scientific thinking, the book embraces an holistic approach to informational interactions, not limited to conceptualisations of pattern, signal or meaning. The book offers educational researchers and educators an opportunity to re-think their approach to instruction – to take all facets of student learning environments into account in increasing human knowledge, skills and experiences across society.

Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs (SpringerBriefs in Education)

by Allison Littlejohn Nina Hood

This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.

Reconceptualising Lifelong Learning: Feminist Interventions

by Sue Jackson Penny Jane Burke

Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained. The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles. Organised in four sections the book looks at: reclaiming - it draws on feminist and post-structural conceptual frameworks to create a critical analysis of the current 'field' of lifelong learning retelling - it tells the tales of different multi-positions in lifelong learning revisioning - it moves from narrative to analysis and the authors present their revisioning of learning which provide the tools to reconceptualise the field of lifelong learning reconstructing - it furthers the discussion to outline new approaches to and practices in lifelong learning.

Reconceptualising Lifelong Learning: Feminist Interventions

by Sue Jackson Penny Jane Burke

Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained. The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles. Organised in four sections the book looks at: reclaiming - it draws on feminist and post-structural conceptual frameworks to create a critical analysis of the current 'field' of lifelong learning retelling - it tells the tales of different multi-positions in lifelong learning revisioning - it moves from narrative to analysis and the authors present their revisioning of learning which provide the tools to reconceptualise the field of lifelong learning reconstructing - it furthers the discussion to outline new approaches to and practices in lifelong learning.

Reconceptualising Power in Language Policy: Evidence from Comparative Cases (Language Policy #30)

by Abhimanyu Sharma

This book aims to expand the theoretical framework of and counter the Eurocentric narratives in language policy research, by comparing policies of EU and India and demonstrating the importance of taking a comparative perspective while studying language policies. This book challenges the notion of macro-level power in language policy research and offers evidence that, in democratic frameworks, macro-level power is not absolute. It is not uniform across policy domains, but rather susceptible to pressure, especially in the domains of healthcare and social welfare.This book makes three important contributions to the theory of language policy by:Arguing for the need to reconceptualise macro-level powerProposing ‘Categories of Differentiation’ as a new analytical tool for policy researchDemonstrating that socio-political changes are reflected at the textual level This book is of interest to researchers working on language policies and those investigating language related legislation across different policy domains, to practitioners and policymakers in language policy, as well as to graduate students conducting comparative policy research.“This is a much valued and timely book making a strong case for the subject of language policy across Europe and India. The large comparative case studies of four distinctive states across Europe and India in a simple descriptive mode makes the reading of this book enjoyable. The domains of administration, legislation, healthcare and social welfare are undoubtedly novel ways to deal within the concept of language policy in a wider sense. The author uses discourse analysis to bring out the relationship between intention, explanation and interpretation of a phenomenon like language policy and its implementation. The social diversity as expressed in linguistic mapping is well captured in the novel idea of “categories of differentiation” both as a normative methodological tool and its historical-empirical manifestation.” — Asha Sarangi, Jawaharlal Nehru University, New Delhi.

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