Reviews
From the reviews: This book 'reflects a variety of approaches to gender-sensitive research' ... in lifelong learning. ... A very stimulating collection of essays which deserves to be read widely and reflected on beyond the academic world of lifelong learning - especially by policy-makers. (Alan Rogers, International Review of Education, Vol. 58 (3), 2012). Establishing Choice as a Determining Factor in Educational - Identities for Women Brenda Firestone & Perdeta Bush Brenda Firestone & Perdeta Bush# Springer Science+Business Media, LLC 2012 Springer Science+Business Media, LLC 2012Gender Choices: Learning, Work, Identities in Lifelong Learning edited by Jackson, Malcom and Thomas takes on the challenging task of explicating the dominant narrative of the workplace and learning activities as gender-, race- and class-neutral in conjunction with political policy and attitudes that are partly influenced by neo-liberal perspectives and the market demands of a global society. In investigating these issues, the authors note that current policy (and funding) favors individual responsibility and objective skills based learning with a distinct lack of attention paid to the subjective in regards to choice and its relationship with gender, race, age and socioeconomic positions. While there has been literature based in the United States that examines the effect of social gender segregation and inequality issues of access and value in education, lifelong learning and the workplace (Bierema 2008; Fenwick 2001; Frome et al. 2006; Johnson-Bailey and Cervero 2008; Kimmel 2008; Messersmith et al. 2008; Mojab and Gorman 2003; Palmer and Johnson-Bailey 2005), little research has critically examined the influence of globalization and a skills based agenda on the political and educational policy, particular on an international scope via feminist theory perspectives. In an attempt to make visible the problematic concept of presumed choice, the authors view the political, business and educational environment through complex and multidisciplinary lenses resulting in a thorough critique of the current emphasis (and value that is placed) on lifelong learning as an individual responsibility that is skill based and market driven providing examples of the subjective and gendered nature of choice. This collection primarily focuses on literature and policy from an EU/UK perspective. Those unfamiliar with the organization of EU/UK educational systems and/or policy may find some of the terms, policy, organizations and program explanations confusing. Nevertheless, the contributors' overarching theme that the failure to include subjective individual perspectives in regards to gender, race, age, etc. in policy designed to attain prescribed skills based learning and workplace outcomes, for example wider participation, may be a significant oversight in achieving stated objective. The anthology is divided into three sections: (a) Learning Pathways - Gendered Learning; (b) The Agenda for Gender in Workplace Learning; and (c) Identity, Intimacy and In/Formal Pathways. Although it is beyond the scope of this review to discuss each article in detail, we will highlight several articles that reflect the main themes. As they are all included in the anthology, this literature is cited by author(s) sans date. The first section Learning Pathways - Gendered Learning, focuses on gendered choices in learning and illustrates how current policy can enhance or restrict learning via policies that although do not explicitly address gender or class, promote competition and a survival of the fittest mentality that leaves some individuals on the margin (p. 13). For example, Murray implicates the current trend towards the business model (p. 19) i.e. teaching and learning a specific, marketable skill with current pedagogy that ignores different pathways of learning. While voicing support for investing in education that ultimately strengthens economic outcomes, she questions the marketization of education (the complex and perhaps conflicting relationship between business, government, funding and education). Murray articulates some concerns with the education as a commodity perspective such as lowering of academic standards into a series of job related skills, a loss of attention to research and lack of access for those who do not fit into the prescribed and 'approved' curriculum and pedagogy that ignores the complexity of learning. This complexity is demonstrated by examples of narrative research that highlight the role of emotion and personal connection in teacher and learner relationships. Burke relates three approaches aimed at widening participation (WP, a policy designed to widen access and participation in higher education), and indicates the most common method to promote inclusion of non-traditional students is the utilitarian approach (p. 40). Highly influenced by neoliberal/globalization perspectives, this perspective focuses on raising individual aspirations while commonly ignore structural inequalities and social and relational aspirations of non-traditional groups that maintain inequality (Jones and Thomas 2005; Burke and Jackson 2007). Through an examination of masculine career aspirations, Burke demonstrates the influence of gender, culture and socioeconomic class on men's educational and career choice. Interviews with male students embarking on higher education careers highlight the complex influences that shape and shift individual aspirations including cultural, family and religious identities. She indicates that WP policies that fail to take into account individual's subjective identities may limit availability and participation of certain groups. While the previous articles are most informative in illuminating the limitations for widening participation and fostering economic prosperity and social justice based on current policy, little attention is paid to how this understanding and information can affect and influence policy or alternative ways educators can meet the needs of those who are disadvantaged under the current system. The final article (Oliver) in this section is crucial to the understanding of gender choice and addresses gender segregation in society that is reflected in many educational and work organizations that are male dominated and the relationship of gender violence and its effect on women's learning and choice. The second section, The Agenda for Gender in Workplace Learning contextualizes the topic of gendered choices at work. In her review of the factors that affect women's career and learning opportunities, Miller reiterates the gender segregated nature of society and in particular education and work organizations. She investigates differences in women's choices based on age and argues that policy (and funding) targeting younger women for non-traditional occupations may be overlooking older women's enhanced self-confidence and experience that may make them more willing to seek atypical employment. In response to policy that seem to advantage younger learners and a reliance on skills based pedagogy (i.e. re-training), particularly in the older sector, Hyde presents lifehistory research findings from older (majority over 40), lowpaid and part-time women learners. These findings suggest that the initial vehicle for the women of this group to return to formal learning were non-skills based courses and that those experiences gave them the support and confidence and motivation they needed to continue their educational endeavors in other perhaps more instrumental learning areas. As mentioned previously, although this anthology identifies an international perspective, much of the research and literature that is presented comes from a EU/UK perspective that focuses on gender and age and in some cases socioeconomics with an absence of attention to culture or race (to be fair, the title of the book is Gendered Choices). However, Mehdizadeh and Scott provide an important perspective in their analysis of Educated Women in the Labour Market of Iran. In an examination of the connection between women's access to education and their participation in the working world (it is generally accepted that women's participation in education is positively correlated to their presence in the labor market), they indicate that in the Middle East and North Africa, women's employment rates do not reflect their educational attainment. The authors offer some explanations for this anomaly in Iran, as well as presenting some compelling reasons for change and increasing female participation in the workforce and overall economic and social development. They indicate that many of the underlying issues are a result of a history of differing political ideologies as well as traditional culture and social structures that influence a strict domestic gender role for women. The inclusion of this research allows readers an opportunity to view women's issues through diverse cultural perspectives complicated by unfamiliar political and social issues that ultimately inform our own understanding of gender, choices and learning. The third section, Identity, Intimacy and In/Formal Pathways focuses on gendered identities, its relationship to choice and ways in which these identities determine trajectories in both formal and informal learning. Each chapter uses empirical research to support and strengthen their arguments on how choices, facilitated by gender, not only impact lifelong learning but also the emotional labor that both constructs and reflects their identities. This last section of the book gives rich data that provides a greater understanding of and builds upon themes that have been expressed in the previous sections. Cable and Goodliff's chapter on Transition in Professional Identity connects to themes explored in the previous section by addressing ways in which their participants rose above obstacles found in a workbased learning curriculum. Issues of confidence, professional roles, and knowledge construction provided evidence that how these students are mentored and moved through the program as well as the learning taking place, contributes to the development of their professional identity. These women, working in various childcare positions usually associated with women, found confidence to be a major factor in collectively taking up action in professionalizing their field and establishing their professional identity. Findings within the research are limited to the small number of participants from the work-based distance learning program, but are consistent with the difficulties and challenges traditionally associated with women in similar situations (Johnson-Bailey and Cervero 2005, USA). Networks of intimacy, comprised of family and friends, and their role in how women construct attitudes towards higher education is explored in the research study conducted by Fuller, Foskett, Johnston and Paton. Using policy as its platform, the purpose of this study is to examine how educational decision-making when focused on social networks and not the individual can offer new approaches to participation and enrollment at institutions of higher education. Patterns of participation are also explored by addressing the relevance of gender and class as a structure that fortifies traditional gendered and classed pathways into early adulthood and work (p. 190). Through a series of qualitative interviews, the authors conclude that educational and career decision-making are implicit in the relationships and intimate social networks of the study participants. These relationships reveal how gender continues to dictate choice in both the educational pursuits and the work opportunities for the women in the study. Using network data to explain how decisions surrounding education, aids in analyzing all factors-social, economic, and gender that form various types of social capital and contributes to ongoing theoretical discussions around the issue of gendered expectations and influences that affect choice. The last article in this section (Eitenne and Jackson) illustrate the importance of women-only learning spaces in building confidence in older women and providing a safe space that facilitates the construction of new identities and active citizenship. This research contributes to the debates surrounding the value society places on youth and gender specific worth. Findings suggest privilege is not an indicator of freedom of choice for women but that gendered communities of practice help to facilitate a greater understanding of the options available for women as active participants in society.The body of work represented in Gendered Choices, provides great insight into the policy issues that support the dominant culture and its consideration of women as autonomous in their decision making, participation, and identity in education and lifelong learning. The arguments presented by the authors support the notion that choices for women are both limited and gendered in a society that endorses education as a right for all people. Classes centered around feminist theory, adult learning development, and international and comparative education would be greatly served by this collection of thoughtful and thorough essays, research articles and political commentary. edited by Jackson, Malcom and Thomas takes on the challenging task of explicating the dominant narrative of the workplace and learning activities as gender-, race- and class-neutral in conjunction with political policy and attitudes that are partly influenced by neo-liberal perspectives and the market demands of a global society. In investigating these issues, the authors note that current policy (and funding) favors individual responsibility and objective skills based learning with a distinct lack of attention paid to the subjective in regards to choice and its relationship with gender, race, age and socioeconomic positions. While there has been literature based in the United States that examines the effect of social gender segregation and inequality issues of access and value in education, lifelong learning and the workplace (Bierema 2008; Fenwick 2001; Frome et al. 2006; Johnson-Bailey and Cervero 2008; Kimmel 2008; Messersmith et al. 2008; Mojab and Gorman 2003; Palmer and Johnson-Bailey 2005), little research has critically examined the influence of globalization and a skills based agenda on the political and educational policy, particular on an international scope via feminist theory perspectives. In an attempt to make visible the problematic concept of presumed choice, the authors view the political, business and educational environment through complex and multidisciplinary lenses resulting in a thorough critique of the current emphasis (and value that is placed) on lifelong learning as an individual responsibility that is skill based and market driven providing examples of the subjective and gendered nature of choice. This collection primarily focuses on literature and policy from an EU/UK perspective. Those unfamiliar with the organization of EU/UK educational systems and/or policy may find some of the terms, policy, organizations and program explanations confusing. Nevertheless, the contributors' overarching theme that the failure to include subjective individual perspectives in regards to gender, race, age, etc. in policy designed to attain prescribed skills based learning and workplace outcomes, for example wider participation, may be a significant oversight in achieving stated objective. The anthology is divided into three sections: (a) Learning Pathways - Gendered Learning; (b) The Agenda for Gender in Workplace Learning; and (c) Identity, Intimacy and In/Formal Pathways. Although it is beyond the scope of this review to discuss each article in detail, we will highlight several articles that reflect the main themes. As they are all included in the anthology, this literature is cited by author(s) sans date. The first section Learning Pathways - Gendered Learning, focuses on gendered choices in learning and illustrates how current policy can enhance or restrict learning via policies that although do not explicitly address gender or class, promote competition and a survival of the fittest mentality that leaves some individuals on the margin (p. 13). For example, Murray implicates the current trend towards the business model (p. 19) i.e. teaching and learning a specific, marketable skill with current pedagogy that ignores different pathways of learning. While voicing support for investing in education that ultimately strengthens economic outcomes, she questions the marketization of education (the complex and perhaps conflicting relationship between business, government, funding and education). Murray articulates some concerns with the education as a commodity perspective such as lowering of academic standards into a series of job related skills, a loss of attention to research and lack of access for those who do not fit into the prescribed and 'approved' curriculum and pedagogy that ignores the complexity of learning. This complexity is demonstrated by examples of narrative research that highlight the role of emotion and personal connection in teacher and learner relationships. Burke relates three approaches aimed at widening participation (WP, a policy designed to widen access and participation in higher education), and indicates the most common method to promote inclusion of non-traditional students is the utilitarian approach (p. 40). Highly influenced by neoliberal/globalization perspectives, this perspective focuses on raising individual aspirations while commonly ignore structural inequalities and social and relational aspirations of non-traditional groups that maintain inequality (Jones and Thomas 2005; Burke and Jackson 2007). Through an examination of masculine career aspirations, Burke demonstrates the influence of gender, culture and socioeconomic class on men's educational and career choice. Interviews with male students embarking on higher education careers highlight the complex influences that shape and shift individual aspirations including cultural, family and religious identities. She indicates that WP policies that fail to take into account individual's subjective identities may limit availability and participation of certain groups. While the previous articles are most informative in illuminating the limitations for widening participation and fostering economic prosperity and social justice based on current policy, little attention is paid to how this understanding and information can affect and influence policy or alternative ways educators can meet the needs of those who are disadvantaged under the current system. The final article (Oliver) in this section is crucial to the understanding of gender choice and addresses gender segregation in society that is reflected in many educational and work organizations that are male dominated and the relationship of gender violence and its effect on women's learning and choice. The second section, The Agenda for Gender in Workplace Learning contextualizes the topic of gendered choices at work. In her review of the factors that affect women's career and learning opportunities, Miller reiterates the gender segregated nature of society and in particular education and work organizations. She investigates differences in women's choices based on age and argues that policy (and funding) targeting younger women for non-traditional occupations may be overlooking older women's enhanced self-confidence and experience that may make them more willing to seek atypical employment. In response to policy that seem to advantage younger learners and a reliance on skills based pedagogy (i.e. re-training), particularly in the older sector, Hyde presents lifehistory research findings from older (majority over 40), lowpaid and part-time women learners. These findings suggest that the initial vehicle for the women of this group to return to formal learning were non-skills based courses and that those experiences gave them the support and confidence and motivation they needed to continue their educational endeavors in other perhaps more instrumental learning areas. As mentioned previously, although this anthology identifies an international perspective, much of the research and literature that is presented comes from a EU/UK perspective that focuses on gender and age and in some cases socioeconomics with an absence of attention to culture or race (to be fair, the title of the book is Gendered Choices). However, Mehdizadeh and Scott provide an important perspective in their analysis of Educated Women in the Labour Market of Iran. In an examination of the connection between women's access to education and their participation in the working world (it is generally accepted that women's participation in education is positively correlated to their presence in the labor market), they indicate that in the Middle East and North Africa, women's employment rates do not reflect their educational attainment. The authors offer some explanations for this anomaly in Iran, as well as presenting some compelling reasons for change and increasing female participation in the workforce and overall economic and social development. They indicate that many of the underlying issues are a result of a history of differing political ideologies as well as traditional culture and social structures that influence a strict domestic gender role for women. The inclusion of this research allows readers an opportunity to view women's issues through diverse cultural perspectives complicated by unfamiliar political and social issues that ultimately inform our own understanding of gender, choices and learning. The third section, Identity, Intimacy and In/Formal Pathways focuses on gendered identities, its relationship to choice and ways in which these identities determine trajectories in both formal and informal learning. Each chapter uses empirical research to support and strengthen their arguments on how choices, facilitated by gender, not only impact lifelong learning but also the emotional labor that both constructs and reflects their identities. This last section of the book gives rich data that provides a greater understanding of and builds upon themes that have been expressed in the previous sections. Cable and Goodliff's chapter on Transition in Professional Identity connects to themes explored in the previous section by addressing ways in which their participants rose above obstacles found in a workbased learning curriculum. Issues of confidence, professional roles, and knowledge construction provided evidence that how these students are mentored and moved through the program as well as the learning taking place, contributes to the development of their professional identity. These women, working in various childcare positions usually associated with women, found confidence to be a major factor in collectively taking up action in professionalizing their field and establishing their professional identity. Findings within the research are limited to the small number of participants from the work-based distance learning program, but are consistent with the difficulties and challenges traditionally associated with women in similar situations (Johnson-Bailey and Cervero 2005, USA). Networks of intimacy, comprised of family and friends, and their role in how women construct attitudes towards higher education is explored in the research study conducted by Fuller, Foskett, Johnston and Paton. Using policy as its platform, the purpose of this study is to examine how educational decision-making when focused on social networks and not the individual can offer new approaches to participation and enrollment at institutions of higher education. Patterns of participation are also explored by addressing the relevance of gender and class as a structure that fortifies traditional gendered and classed pathways into early adulthood and work (p. 190). Through a series of qualitative interviews, the authors conclude that educational and career decision-making are implicit in the relationships and intimate social networks of the study participants. These relationships reveal how gender continues to dictate choice in both the educational pursuits and the work opportunities for the women in the study. Using network data to explain how decisions surrounding education, aids in analyzing all factors-social, economic, and gender that form various types of social capital and contributes to ongoing theoretical discussions around the issue of gendered expectations and influences that affect choice. The last article in this section (Eitenne and Jackson) illustrate the importance of women-only learning spaces in building confidence in older women and providing a safe space that facilitates the construction of new identities and active citizenship. This research contributes to the debates surrounding the value society places on youth and gender specific worth. Findings suggest privilege is not an indicator of freedom of choice for women but that gendered communities of practice help to facilitate a greater understanding of the options available for women as active participants in society.The body of work represented in Gendered Choices, provides great insight into the policy issues that support the dominant culture and its consideration of women as autonomous in their decision making, participation, and identity in education and lifelong learning. The arguments presented by the authors support the notion that choices for women are both limited and gendered in a society that endorses education as a right for all people. Classes centered around feminist theory, adult learning development, and international and comparative education would be greatly served by this collection of thoughtful and thorough essays, research articles and political commentary. Gendered Choices, provides great insight into the policy issues that support the dominant culture and its consideration of women as autonomous in their decision making, participation, and identity in education and lifelong learning. The arguments presented by the authors support the notion that choices for women are both limited and gendered in a society that endorses education as a right for all people. Classes centered around feminist theory, adult learning development, and international and comparative education would be greatly served by this collection of thoughtful and thorough essays, research articles and political commentary.References Bierema, L. (2008). Adult learning in the workplace: Emotion work or emotional learning. New Directions for Adults and Continuing Education, 2008 (120), 55-64.Burke, P. J., & Jackson, S. (2007). Reconceptualising lifelong learning: Feminist interventions. London: Routledge.Fenwick, T. (2001). Tides of change: New themes and questions in workplace learning. New Directions for Adult and Continuing Education, 2001(92), 3-17. doi:10.1002/ace.36. New Directions for Adults and Continuing Education, 2008 (120), 55-64.Burke, P. J., & Jackson, S. (2007). Reconceptualising lifelong learning: Feminist interventions. London: Routledge.Fenwick, T. (2001). Tides of change: New themes and questions in workplace learning. New Directions for Adult and Continuing Education, 2001(92), 3-17. doi:10.1002/ace.36. Reconceptualising lifelong learning: Feminist interventions. London: Routledge.Fenwick, T. (2001). Tides of change: New themes and questions in workplace learning. New Directions for Adult and Continuing Education, 2001(92), 3-17. doi:10.1002/ace.36. New Directions for Adult and Continuing Education, 2001(92), 3-17. doi:10.1002/ace.36. Frome, P. M., Alfred, C. J., Eccles, J. S., & Barber, B. L. (2006). Why don't they want a male-dominated job? An investigation of young women who changed their occupational aspirations. Educational Research and Evaluation, 12, 359-372. doi:10.1080/13803610600765786.Johnson-Bailey, J., & Cervero, R. M. (2005). Different worlds & divergent paths: Academic careers defined by race and gender. Harvard Educational Review, 78, 311-332.Jones, R., & Thomas, L. (2005). The 2003 UK Government Higher Education White Paper: A critical assessment of its implications for the access and widening participation agenda. Journal of Educational Policy, 20, 615-630. doi:10.1080/02680930500222477.Kimmel, M. (2008). The gendered society (3rd ed.). New York: Oxford University Press.Messersmith, E., Garrett, J., Davis-Kean, P., Malanchuk, O., & Eccles, J. (2008). Career development from adolescence through emerging adulthood-Insights from information technology occupations. Journal of Adolescent Research, 23, 206-227. doi:10.1177/ 0743558407310723.Mojab, S., & Gorman, R. (2003). Women and consciousness in the learning organization : Emancipation or exploitation? Adult Education Quarterly, 53, 228-241. doi:10.1177/0741713603254026.Palmer, G., & Johnson-Bailey, J. (2005). The career development of African Americans in training and organizational development. Human Resource Planning, 28(1), 11-12. Johnson-Bailey, J., & Cervero, R. M. (2005). Different worlds & divergent paths: Academic careers defined by race and gender. Harvard Educational Review, 78, 311-332.Jones, R., & Thomas, L. (2005). The 2003 UK Government Higher Education White Paper: A critical assessment of its implications for the access and widening participation agenda. Journal of Educational Policy, 20, 615-630. doi:10.1080/02680930500222477.Kimmel, M. (2008). The gendered society (3rd ed.). New York: Oxford University Press.Messersmith, E., Garrett, J., Davis-Kean, P., Malanchuk, O., & Eccles, J. (2008). Career development from adolescence through emerging adulthood-Insights from information technology occupations. Journal of Adolescent Research, 23, 206-227. doi:10.1177/ 0743558407310723.Mojab, S., & Gorman, R. (2003). Women and consciousness in the learning organization : Emancipation or exploitation? Adult Education Quarterly, 53, 228-241. doi:10.1177/0741713603254026.Palmer, G., & Johnson-Bailey, J. (2005). The career development of African Americans in training and organizational development. Human Resource Planning, 28(1), 11-12. Jones, R., & Thomas, L. (2005). The 2003 UK Government Higher Education White Paper: A critical assessment of its implications for the access and widening participation agenda. Journal of Educational Policy, 20, 615-630. doi:10.1080/02680930500222477.Kimmel, M. (2008). The gendered society (3rd ed.). New York: Oxford University Press.Messersmith, E., Garrett, J., Davis-Kean, P., Malanchuk, O., & Eccles, J. (2008). Career development from adolescence through emerging adulthood-Insights from information technology occupations. Journal of Adolescent Research, 23, 206-227. doi:10.1177/ 0743558407310723.Mojab, S., & Gorman, R. (2003). Women and consciousness in the learning organization : Emancipation or exploitation? Adult Education Quarterly, 53, 228-241. doi:10.1177/0741713603254026.Palmer, G., & Johnson-Bailey, J. (2005). The career development of African Americans in training and organizational development. Human Resource Planning, 28(1), 11-12. Kimmel, M. (2008). The gendered society (3rd ed.). New York: Oxford University Press.Messersmith, E., Garrett, J., Davis-Kean, P., Malanchuk, O., & Eccles, J. (2008). Career development from adolescence through emerging adulthood-Insights from information technology occupations. Journal of Adolescent Research, 23, 206-227. doi:10.1177/ 0743558407310723.Mojab, S., & Gorman, R. (2003). Women and consciousness in the learning organization : Emancipation or exploitation? Adult Education Quarterly, 53, 228-241. doi:10.1177/0741713603254026.Palmer, G., & Johnson-Bailey, J. (2005). The career development of African Americans in training and organizational development. Human Resource Planning, 28(1), 11-12. Messersmith, E., Garrett, J., Davis-Kean, P., Malanchuk, O., & Eccles, J. (2008). Career development from adolescence through emerging adulthood-Insights from information technology occupations. Journal of Adolescent Research, 23, 206-227. doi:10.1177/ 0743558407310723.Mojab, S., & Gorman, R. (2003). Women and consciousness in the learning organization : Emancipation or exploitation? Adult Education Quarterly, 53, 228-241. doi:10.1177/0741713603254026.Palmer, G., & Johnson-Bailey, J. (2005). The career development of African Americans in training and organizational development. Human Resource Planning, 28(1), 11-12. Mojab, S., & Gorman, R. (2003). Women and consciousness in the learning organization : Emancipation or exploitation? Adult Education Quarterly, 53, 228-241. doi:10.1177/0741713603254026.Palmer, G., & Johnson-Bailey, J. (2005). The career development of African Americans in training and organizational development. Human Resource Planning, 28(1), 11-12. Palmer, G., & Johnson-Bailey, J. (2005). The career development of African Americans in training and organizational development. Human Resource Planning, 28(1), 11-12.
From the reviews: This book 'reflects a variety of approaches to gender-sensitive research' ... in lifelong learning. ... A very stimulating collection of essays which deserves to be read widely and reflected on beyond the academic world of lifelong learning - especially by policy-makers. (Alan Rogers, International Review of Education, Vol. 58 (3), 2012)
From the reviews: This research contributes to the debates surrounding the value society places on youth and gender specific worth. ... Gendered Choices, provides great insight into the policy issues that support the dominant culture and its consideration of women as autonomous in their decision making, participation, and identify in education and lifelong learning. ... Classes centered around feminist theory, adult learning development, and international and comparative education would be greatly served by this collection of thoughtful and thorough essays, research articles and political commentary. (Brenda Firestone and Perdeta Bush, Sex Roles, Vol. 67, 2012) This book 'reflects a variety of approaches to gender-sensitive research' ... in lifelong learning. ... A very stimulating collection of essays which deserves to be read widely and reflected on beyond the academic world of lifelong learning - especially by policy-makers. (Alan Rogers, International Review of Education, Vol. 58 (3), 2012).
