http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective
1. Introduction: The Feasibility Of Re-Imagining Adult Education As Empowerment -- 2.The Lifelong Learning Hybrid -- 3. The Heuristic Potential Of The Capability Approach In Studying (Adult) Education -- 4. Adult Education As An Agency And Empowerment Process -- 5. The Social Embeddedness Of The Capability To Participate In Adult Education -- 6. Lifelong Striving For Recognition: A Recognition Perspective Towards Adult Education -- 7. Towards A Holistic Understanding Of The Missions And Roles Of Adult Education -- 8. Equity For Whom, To What And Where: The Multi-Dimensional Character Of Social Justice In Adult Education -- 9. Fragile Sociality: Inequalities In Access To Adult Education And Social Trust -- 10. Irreducibly Social: Rethinking Adult Education As A Common Good -- 11. Conclusion: Adult Education As An Instrument For Empowerment Or Social Control? -- 12 Methodological Note: Pros And Cons Of Large-Scale International Surveys.
Pepka Boyadjieva, Petya Ilieva-Trichkova.
Description based upon print version of record.
Includes bibliographical references and index.
Cham : Springer International Publishing AG,c2021
Palgrave studies in adult education and lifelong learning