Download Changing Places?: Flexibility, Lifelong Learning and a by Richard Edwards PDF
By Richard Edwards
Flexibility has turn into a principal suggestion in a lot coverage and educational debate. members, agencies and societies are all required to develop into extra versatile as a way to perform the continuing approaches of swap all for lifelong studying. This booklet explores how the thought of a studying society has constructed over contemporary years: the alterations that experience given upward thrust to the requirement for flexibility, and the replaced discourses and practices that experience emerged within the schooling and coaching of adults. With the expansion in curiosity in adults as newbies, (primarily to help monetary competitiveness), the closed box of grownup schooling has now been displaced by way of a extra open discourse of lifelong studying. This consists of not just altering practices akin to relocating in the direction of open and distance-based studying, but in addition altering place of work identities. studying settings are for that reason altering locations in a couple of senses: they're locations during which humans swap; they're topic to alter; and they're altering to incorporate the house and office in addition to extra formal settings. This e-book takes an surprisingly severe point of view: it demanding situations modern developments, explores the uncertainties and ambivalences of the strategies of swap, and is suggestive of alternative different types of engagement with them. it is going to end up a big textual content for coverage makers, place of work running shoes and people operating within the box of grownup, extra and better schooling. Richard Edwards is at the moment a Senior Lecturer in put up obligatory schooling on the Open college.
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Extra info for Changing Places?: Flexibility, Lifelong Learning and a Learning Society
Here, phenomena occur because of power and the powerful effects of factors beyond the immediate control of people. This is certainly important to the understanding of the contemporary world and changes within it. However, given that human beings can themselves change and act upon and in the world, there is also the sense in which, to paraphrase Marx, people make their own history, but not in conditions of their own choosing. There is an openness or contingency to the processes of change, if not a complete freedom.
These trends have not been experienced evenly across the globe (Massey 1991). Lash and Urry (1994) suggest that certain governments, most notably in the United Kingdom and North America, have both responded to and directed policy at increasing flexibility more enthusiastically and in different ways to others, for instance, Germany and Japan, in which social partnership, corporatism and established cultural traditions and hierarchies have a strong presence. Similarly, while the United Kingdom government adopted a stance of intervening only when the market failed to provide the necessary skills, the European Commission adopted a more pro-active stance – adding to the political tensions between the two bodies.
It may be argued that this gives people in these countries a chance to gain higher standards of living through access to world markets, a position argued in relation to the Uruguay round of the GATT talks. However, this ignores the impact on both the poorer and richer economies of these policies and approaches. As well as unemployment, George outlines the ways in which the approaches adopted to debt ‘boomerang’ back to the richer countries in terms of environmental devastation (the Amazon rain forest is disappearing to supply richer countries with beef as a means of raising foreign currency), drugs (a valuable if illegal cash crop), immigration (as displaced and unemployed peoples migrate in search of jobs), conflict and war, and finally tax breaks to banks to help them stave off insolvency (tax-payers’ money supporting the private sector).