Overview

This fascinating monograph explores lifelong learning in the context of development as it is used for low and middle income countries, particularly with reference to Africa and South Asia. Taking a broadly postcolonial and critical theory perspective, thus privileging texts from the ‘global South' that highlight pre-colonial origins for lifelong learning, it critiques the discourse of development as it applies to education for low income countries, and explores relevant texts that apply lifelong learning principles to nation building and other development issues.   Professor Preece draws on the broader philosophical and sociological concerns of authors from low and middle income countries in order to highlight values, cultures and learning priorities that are often forgotten in the dominant and usually instrumentalist policy texts for lifelong learning.  She includes reference to African Renaissance texts on African philosophies and education traditions, feminist theories on lifelong learning, Southern feminist approaches to gender issues, and comparative research literature that addresses the dangers of uncritical international transfer.

Full Product Details

9781847062918

Table of Contents

Reviews

'Every step towards the goals of justice requires sacrifice and struggle, tireless exertions and passionate concern of dedicated individuals. It is here that we find Preece's dedicated commitment to stand on the side of the dispossessed, the subaltern, and from there, invest in this profound exploration around the question of lifelong learning and development at this point in time.' Catherine Odora Hoppers, Professor of Education, University of South Africa, South Africa --,

'Every step towards the goals of justice requires sacrifice and struggle, tireless exertions and passionate concern of dedicated individuals. It is here that we find Preece's dedicated commitment to stand on the side of the dispossessed, the subaltern, and from there, invest in this profound exploration around the question of lifelong learning and development at this point in time.' Catherine Odora Hoppers, Professor of Education, University of South Africa, South Africa --Catherine Odora Hoppers

Author Information

Julia Preece is Professor of Adult Education at the National University of Lesotho, Lesotho. Anthony Haynes is former Chair of the English Association schools committee, former faculty co-ordinator and mentor of PGCE students and NQTs.

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