This book analyses how narrative fictions can be used by faculty and staff in the teaching of professionals in higher education. As professional life becomes ever more demanding, this book draws together the work of researchers and practitioners who have explored the tremendous impact that narrative fictions – novels, short stories, drama and poetry – can have on development. The editors and contributors posit that fiction can help professionals imagine new ways of being, reinvent their roles and tackle problems without a road map. Using fiction can also provide a safe place for the exploration of ethics and decision making, as well as furnishing tools for the development of empathy and engagement by offering vicarious experiences of drastically different lives and situations. A medium that by its very nature contains a multiplicity of interpretations, using fiction in professional education can enhance the education of professionals working in a range of disciplines, including health, education, social care, law and science.
This book draws attention to the ways in which an awareness of, and sensitivity to, embodiment can enlighten educational practices. It explores discourses from a range of thinkers, including Merleau-Ponty, Gadamer, Bakhtin, Haraway and Ahmed to name a few. The book argues that attention to embodiment can help us to reimagine the goals of education in ways that fit more coherently with human concerns and that offer the chance to provide education that is more holistic and grounded in our corporeality. Theories of embodiment can be used to modify education at the level of curriculum and at the level of pedagogy. This can help us design educational interventions that fit more naturally with how humans are inclined to learn and thus make educational experiences more meaningful. Attention to embodiment allows us to appreciate the extent to which the body appropriates a professional practice and the extent to which a professional practice appropriates the body of the learner. It shows how greater sensitivity to the body can enliven and enlighten our educational practices, especially in professional education.
Co-published with img alt="" src="https://styluspub.presswarehouse.com/uploads/9eb60c1a1c8a062854c084a766b20ce73378aadc.jpg" Colleges and universities are increasingly becoming significant sites for adult education scholarship—in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract “non-traditional” (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty. The Handbook of Adult and Continuing Education provides rich information on the contemporary issues and trends that are of concern to adult and continuing education, of the programs and resources available to adult learners, and of opportunities to challenge and critique the structures embedded in the field that perpetuate inequity and social injustice. Adult education is a discipline that foresees a better tomorrow, and The Handbook is designed to engage and inspire readers to assist the field to seek new paths in uncertain and complex times, ask questions, and to help the field flourish. The Handbook is divided into five sections. The first, Foundations situates the field by describing the developments, core debates, perspectives, and key principles that form the basis of the field. The second, Understanding Adult Learning, includes chapters on adult learning, adult development, motivation, access, participation, and support of adult learners, and mentoring. Teaching Practices and Administrative Leadership, the third section, offers chapters on organization and administration, program planning, assessment and evaluation, teaching perspectives, andragogy and pedagogy, public pedagogy, and digital technologies for teaching and learning. The fourth section is Formal and Informal Learning Contexts. Chapters cover adult basic, GED, and literacy education, English-as-a-Second Language Programs, family literacy, prison education, workforce development, military education, international development education, health professions education, continuing professional education, higher education, human resource development and workplace learning, union and labor education, religious and spiritual education, cultural institutions, environmental education, social and political movements, and peace and conflict education. The concluding Contemporary Issues section discusses decolonizing adult and continuing education, adult education and welfare, teaching social activism, lesbian, gay, bisexual, trans, queer and straight allies, gender and its multiple forms, disability, older adults and intergenerational identities, race and ethnicity, working class, whiteness and privilege, and migrants and migrant education. The editors culminate with consideration of next steps for adult and continuing education and priorities for the future.
People who work in helping professions have in common, Marc Gopin argues, a set of cultivated moral character traits and psychosocial skills. They tend to be kinder, more reasonable, more self-controlled, and more goal-oriented to peace. They are united by a particular set of moral values and the emotional skills to put those values into practice, allowing them to excel in what he calls "Compassionate Reasoning." In this book, Gopin draws uponthe history of ethics along with his own thirty-year career in the field of peacebuilding to develop an understanding of decisions that we are all forced to make in life's many ethical gray zones. The very multiplicity of approaches to ethics, says Gopin, invites us to look for higher principles andintuitions.
This book highlights major quantitative and qualitative methods and approaches used in the field of urban analysis. The respective chapters cover the background and relevance of various approaches to urban studies and offer guidance on implementing specific methodologies. Each chapter also provides links to real-world examples. The book is unique in its focus on Australian examples and subject matter, presented by recognized experts in the field.
"There are many healers among the indigenous people of the world who would find it utterly ridiculous that anyone would ever choose to become a therapist. They believe that becoming a helper or healer is a calling, but one that is fraught with danger and burdens. After all, clients come to us in pain and despair, hoping we will cure their suffering and leech away their toxic energy. They have unrealistic expectations about what is within our power to do. They are often in very bad moods. And they come to talk to us, in part, because they don't feel that anyone else has the patience or interest to listen to them"--
"The Melting Pot," "The Land of The Free," "The Land of Opportunity." These tropes or nicknames apparently reflect the freedom and open-armed welcome that the United States of America offers. However, the chronicles of history do not complement that image. These historical happenings have not often been brought into the focus of Modernist literary criticism, though their existence in the record is clear. This book aims to discuss these chronicles, displaying in great detail the underpinnings and subtle references of racism and xenophobia embedded so deeply in both fictional and real personas, whether they are characters, writers, legislators, or the common people. In the main chapters, literary works are dissected so as to underline the intolerance hidden behind words of righteousness and blind trust, as if such is the norm. Though history is taught, it is not so thoroughly examined. To our misfortune, we naively think that bigoted ideas are not a thing we could become afflicted with. They are antiques from the past – yet they possessed many hundreds of people and they surround us still. Since we’ve experienced very little change, it seems discipline is necessary to truly attempt to be rid of these ideas.
This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.