Realising a lifelong learning higher education institution

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dc.contributor.authorWalters, Shirley
dc.date.accessioned2015-12-07T09:44:12Z
dc.date.available2015-12-07T09:44:12Z
dc.date.issued2005
dc.description.abstractActivists and scholars committed to lifelong learning for social justice and democratic citizenship have devised a framework for transforming higher education in the new South Africa. The author draws on this work, developed at the University of the Western Cape, to examine the extent to which her own institution is addressing the challenges it presents. The former context of apartheid has left a legacy where few black and poor people – particularly women – have had experience of higher education. To realize the potential of lifelong learning in an emancipatory narrative requires an awareness of issues for change for individuals and organizations. Ultimately, it involves challenging ideas and assumptions about identity, pedagogy, epistemology and power relations.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationWalters S. 2005 “Realising a lifelong learning higher education institution” in Peter Sutherland and Jim Crowther (eds) Lifelong learning: Concepts and contexts. Oxon: Routledgeen_US
dc.identifier.isbn0-203-93620-5
dc.identifier.urihttp://hdl.handle.net/10566/2010
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherRoutledgeen_US
dc.status.ispeerreviewedtrue
dc.subjectLifelong learningen_US
dc.subjectEmancipatory narrativeen_US
dc.subjectUniversity of the Western Capeen_US
dc.subjectHigher education transformationen_US
dc.subjectSocial justiceen_US
dc.subjectDemocratic citizenshipen_US
dc.titleRealising a lifelong learning higher education institutionen_US
dc.typeBook chapteren_US

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