000 04370nam a22006015i 4500
001 978-3-030-67136-5
003 MN-UlMNUE
005 20230201101306.0
007 cr nn 008mamaa
008 210319s2021 sz | s |||| 0|eng d
020 _a9783030671365
024 7 _a10.1007/978-3-030-67136-5
_2doi
040 _aMN-UlMNUE
_bENG
_cMN-UlMNUE
_dMN-UlMNUE
_erda
041 _aENG
050 4 _aLC5201-6660.4
072 7 _aJNP
_2bicssc
072 7 _aEDU002000
_2bisacsh
072 7 _aJNP
_2thema
082 0 4 _a374
_223
100 1 _aBoyadjieva, Pepka.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92514
245 1 0 _aAdult Education as Empowerment
_h[electronic resource] :
_bRe-imagining Lifelong Learning through the Capability Approach, Recognition Theory and Common Goods Perspective /
_cby Pepka Boyadjieva, Petya Ilieva-Trichkova.
250 _a1st ed. 2021.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2021.
300 _aXXI, 343 p. 18 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Adult Education and Lifelong Learning,
_x2524-6321
505 0 _a1. 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.
520 _aWinner of the AAACE Cyril O. Houle Award This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with insights from recognition theory; the embeddedness approach; the political economic perspective for understanding public and private goods and the common goods perspective. The analysis draws on data from large-scale international studies – alongside qualitative data - and adopts a wide-ranging European comparative perspective. The book develops original instruments for measuring different dimensions of adult education as a common good, and its realisation in different social contexts. It is aimed at academics, students, practitioners, and policy makers interested in adult and/or higher education and the social justice perspective to human life.
650 0 _aContinuing education.
_91617
650 0 _aEducation and state.
650 0 _aEducation—Philosophy.
_91473
650 0 _aProfessional education.
_91417
650 0 _aVocational education.
650 1 4 _aLifelong Learning.
_91619
650 2 4 _aEducational Policy and Politics.
650 2 4 _aPhilosophy of Education.
_91475
650 2 4 _aEducational Philosophy.
_91476
650 2 4 _aProfessional and Vocational Education.
_91422
700 1 _aIlieva-Trichkova, Petya.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92515
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030671358
776 0 8 _iPrinted edition:
_z9783030671372
776 0 8 _iPrinted edition:
_z9783030671389
830 0 _aPalgrave Studies in Adult Education and Lifelong Learning,
_x2524-6321
_92516
856 4 0 _uhttps://doi.org/10.1007/978-3-030-67136-5
942 _2ddc
_cEBOOK
999 _c105543
_d105543