Learning/work: Turning work and lifelong learning inside out

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dc.contributor.authorWalters, Shirley
dc.date.accessioned2015-12-07T09:36:07Z
dc.date.available2015-12-07T09:36:07Z
dc.date.issued2011
dc.description.abstractCONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between “core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belem Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics and power” into both the theory and practice of “lifelong Learning” and “work”.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationWalters S. and Cooper L. (2011)“Learning/work: Turning work and lifelong learning inside out”, in INTERNATIONAL REVIEW OF EDUCATION, Vol. 57, No. 1-2en_US
dc.identifier.urihttp://hdl.handle.net/10566/2009
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherSpringeren_US
dc.relation.ispartofseriesINTERNATIONAL REVIEW OF EDUCATION;Vol. 57, No. 1-2
dc.status.ispeerreviewedtrue
dc.subjectLearning and worken_US
dc.subjectCONFINTEA VIen_US
dc.subjectLifelong learningen_US
dc.subjectGlobalisation and learningen_US
dc.subjectPolitics and poweren_US
dc.titleLearning/work: Turning work and lifelong learning inside outen_US
dc.typeArticleen_US

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