Diversity, adult education and the future: A tentative exploration

International Journal of Lifelong Education

Volumn 24, Issue 2, 2005, Pages 165-178

  Zepke, Nick ^a  

^a MASSEY UNIVERSITY   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27944491606     PISSN: 02601370     EISSN: None     Source Type: Journal    
DOI: 10.1080/02601370500124181     Document Type: Review

References (60)

1. ANDERSON, W. (1999), The two globalizations: notes on a confused dialogue. Futures, 31(9/10), 897-903.
2. ANDRESEN, L., BOUD, D. & COHEN, R., (1995), Experience-based learning. In G. Foley (ed.). Understanding Adult Education and Training (Sydney: Allen and Unwin), pp. 207-219.
3. APPLE, M., (2001), Educating the 'Right' Way: Markets, Standards, God and Inequality. (New York: Routledge Falmer).
4. BALL, S., (1998), Big poiicies/small world: an introduction to international perspectives in education policy. Comparative Education, 34(2), 119-130.
5. BELL, W., (1998), Understanding the futures field. In D. Hicks and R. Slaughter (eds), Futures Education: World Yearbook of Education (London: Kogan Page).
6. BROOKFIELD, S., (2000), The concept of critically reflective practice. In A. Wilson and E. Haves (eds), Handbook of Adult and Continuing Education (San Francisco: Jossey Bass and the American Association for Adult and Continuing Education), pp. 33-49.
7. BROOKFIELD, S., (2003), Racializing criticality in adult education. Adult Education Quarterly, 53(3), 154-169.
8. CANDY, P., (1991), Self-direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice (San Franciso: Jossey-Bass).
9. CERVERO, R. and WILSON, A., (2001), Power in Practice. Adult Education and the Struggle for Knowledge and Power in Society (San Francisco: Jossey Bass).
10. CLARK, C. and DIRKX, J., (2000), Moving beyond a unitary self: a reflective dialogue. In A. Wilson and E. Hayes (eds), Handbook of Adult and Continuing Education (San Francisco: Jossey Bass), pp. 101-116.
11. CODD, J., (2002), The third way for tertiary education policy: TEAC and beyond. New Zealand Annual Review of Education, 11, 31-57.
12. CURRIE, J., DEANGELIS, R., DEBOER, H., HUISMAN, J. and LACOTTE, C., (2003), Globalizing Practices and University Responses. European and Anglo-American Differences (Westport: Praeger)
13. DAUN, H. (ed.), (2002), Educational Restructuring in the Context of Globalization and National Policy (New York: Routledge Falmer).
14. EDWARDS, R. and USHER, R., (1998), Moving experiences: globalization, pedagogy and experiential learning. Studies in Continuing Education, 20(2), 159-174.
15. EDWARDS, R. and USHER, R., (2000), Globalisation and Pedagogy. Space, Place and Identity (London: Routledge Falmer).
16. ELIAS, J. and MERRIAM, S., (1995), Philosophical Foundations of Adult Education, 2nd edn (Malabar: Krieger Publishing Co.).
17. ENCYCLOPÆDIA BRITANNICA, (2004), Adult education. Available online at: http://www.britannica.com/eb/article?tocId=9003805 (accessed 16 October 2004).
18. FINGER, M. and ASÚN, J., (2001), Adult Education at the Crossroads: Learning Our Way Out (London: Zed Books).
19. FOLEY, G., (2003), Editorial. New Zealand Journal of Adult Learning, 31(2), 2-4.
20. GARRICK, J. and SOLOMON, N., (2001), Technologies of learning at work: disciplining the self. In V. Sheared and P. Sissel (eds), Making Space: Merging Theory and Practice in Adult Education (Westport: Bergin and Garvey), pp. 301-313.
21. GIDDENS, A., (1990), The Consequences of Modernity (Cambridge: Polity Press).
22. GIDDENS, A., (2000), The Third Way and Its Critics (Cambridge: Polity Press).
23. GIDDENS, A., (2001), The Global Third Way Debate (Cambridge: Polity Press).
24. HABERMAS, J., (1971), Knowledge and Human Interests (Boston: Beacon Press).
25. HAYES, E. and FLANNERY, D., (2000), Women as Learners: The Significance of Gender in Adult Learning (San Francisco: Jossey Bass).
26. HIRST, P. and THOMPSON, G., (1992), The problem of 'globalization': international economic relations. national economic management and the formation of trading blocks. Economy and Society, 21(4), 357-395.
27. ILLERIS, K., (2003), Adult education as experienced by the learner. International Journal of Lifelong Education, 22(1), 13-24.
28. ILLICH, I., (1973), Tools for Conviviality (New York: Harper and Row).
29. INAYATULLAH, S., (1998), Alternative futures of the university: globalisation. multiculturalism. virtualisation and politicisation. Futures, 30(7), 589-602.
30. INDIANA UNIVERSITY AT KOKOMO, (2004), A definition of diversity. Available online at: http://www.iuk.edu/ACADEMICS/artsci/intlprog/diversity/ definitions.htm (accessed 16 October 2004).
31. JAMESON, F., (1998), Notes on globalization as a philosophical issue. In F. Jameson and M. Miyoshi (eds), The Cultures of Globalization (Durham: Duke University Press), pp. xi-xvii.
32. KELSEY, J., (2002), At the Crossroads. ThreeEssays (Wellington: Bridget Williams Books).
33. KNOWLES, M., (1987), Andragogy: an emerging technology for adult learning. In M. Tight (ed.), Adult Learning and Education (London: Routledge), pp. 53-70.
34. KOLB, D., (1984), Experiential Learning: Experiences as the Source of Learning and Development (Englewood Cliffs: Prentice Hall).
35. LAVE, J. and WENGER, E., (1991), Situated Learning (New York: Cambridge University Press).
36. LEACH, L. and KNIGHT, M., (2003), Collaboration for learning and teaching. In N. Zepke, D. Nugent and L. Leach (eds), Reflection to Transformation: A Self-help Book for Teachers (Palmerston North: Dunmore Press), pp. 139-154.
37. LEVIN, B., (1998), An epidemic of educational policy: (what) can we learn from each other? Comparative Education, 34(2), 131-141.
38. MARGINSON, S., (1999), Harvards of the antipodes? Nation-building universities in a global environment. Access, 18(2), 1-20.
39. MAYO, M., (2000), Cultures, Communities, Identities. Cultural Strategies for Participation and Empowerment (Basingstoke: Palgrave).
40. MEAD, S., (1979), He ara ki te aomarama: a pathway to the future. He Matapuna: A Source. Some Maori Prospectives (Wellington: NZ Planning Council), pp. 59-68.
41. MEZIROW, J., (2000), Learning to think like an adult: Core concepts of transformation theory. In Learning as Transformation: Critical Perspectives on a Theory in Progress (San Francisco: Jossey Bass).
42. PERRY, N., (1998), Hyperreality and Global Culture (London: Routledge).
43. PETERS, M. and MARSHALL, J., (1996), The politics of curriculum: busnocratic rationality and enterprise culture. Delta, 48(1), 33-46.
44. PETERS, M. and ROBERTS, P., (1999), University Futures and the Politics of Reform in New Zealand (Palmerston North: Dunmore Press).
45. PRATT, D., (1998), Five Perspectives on Teaching in Adult and Higher Education (Melbourne, FL: Krieger Publishing Co.).
46. ROBERTSTON, R., (1992), Globalization: Social Theory and Global Culture. (London: Routledge).
47. SCHIED, F., (2001), Struggling to learn, learning to struggle: workers, workplace learning, and the emergence of human resource development. In V. Sheared and P. Sissel (eds), Making Space: Merging Theory and Practice in Adult Education. (Westport: Bergin and Garvey), pp. 124-137.
48. SCOTT, P., (1997), The crisis of knowledge and the massification of higher education. In R. Barnett and A. Griffin (eds), The End of Knowledge in Higher Education (London: Cassell), pp. 14-26.
49. SHEARED, V. and SISSEL, P., (2001), Making Space: Merging Theory and Practice in Adult Education (Westport: Bergin and Garvey).
50. SIEGEL, D., (2003), The Call for Diversity. Pressure, Expectation, and Organizational Response in the Postsecondary Setting (New York: Routledge Falmer).
51. STALKER, J., (2003), Ladies' work and popular education: fabricating new approaches. New Zealand Journal of Adult Learning, 31(2), 21-35.
52. TISDELL, E., (2003), Exploring Spirituality and Culture in Adult and Higher Education (San Francisco: Jossey Bass).
53. TISDELL, E. and TAYLOR, E., (2001), Adult education philosophy informs practice. Adult Learning, 11(2), 6-10.
54. USHER, R., BRYANT, I. and JOHNSTON, R., (1997), Adult Education and the Postmodern Challenge: Learning Beyond the Limits (London: Routledge).
55. VISKOVIC, A. and ROBSON, J., (2001), Community and identity: experiences and dilemmas of vocational teachers in post-school contexts. Journal of In-service Education, 27(2), 221-236.
56. WENGER, E., (1998), Communities of Practice: Learning, Meaning and Identity (Cambridge: Cambridge University Press).
57. WILSON, A. and HAYES, E., (2000), Handbook of Adult and Continuing Education (San Francisco: Jossey Bass).
58. YORKS, L. and KASL, E., (2002), Toward a theory and practice for whole person learning: reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3), 172-192.
59. ZEPKE, N., (1976), The Hundred Year Miracle (Auckland: Heinemann).
60. ZEPKE, N., (2003), Inclusive teaching: making space for difference. In N. Zepke, D. Nugent and L. Leach (eds), Reflection to Transformation: A Self-help Book for Teachers (Palmerston North: Dunmore Press), pp. 89-104.