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Engaging with difference:
the 'other' in adult education
| Mary Stuart and Alistair Thomson (eds.) ISBN 1 872941 59 1 1995 More titles on Learning
Difficulties |
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Who is the ‘other’ in adult education? The term is used here to refer to all those traditionally excluded from the full range of educational opportunities: women; adults with learning difficulties; members of ethnic minorities; older adults; people without conventional educational qualifications.
Engaging with Difference is a fresh and stimulating attempt to overcome the worn-out polarities of recent educational thinking, and urges instead a much closer engagement with learners in all their diversity. Among the topics explored are accreditation; open and distance learning; computer assisted learning; learning contracts; community care provision; refugee education; and education for an ageing population. A central theme of the book is autonomy and power in the learning process, and this is reflected in the range of student and tutor voices which are not often heard in educational debate.
Engaging with Difference will be of interest to all involved in delivering and planning adult education in further and community education and in university continuing education. It will also appeal to those working in community and social care.
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Reviews
‘…a valuable source for practitioners…useful contributions on work with
people with special needs.’
(WEA Reportback)
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Contents
| Introduction | Engaging with difference: education and 'other' adults | Mary Stuart and Alistair Thomson |
| Section One | Roles and relationships | |
| Chapter 1. | 'Come back when you've learnt some English': refugees, interpreters and teaching ESOL | Anne Bellis and Sahar Awar |
| Chapter 2. | 'I bet it was written by a mother': working with parents | Pam Coare |
| Chapter 3. | Who is the tutor? Housebound learning programmes | Kim Clancy and Mary Stuart |
| Section Two | Group dynamics and women's education | |
| Chapter 4. | Mothers and sisters: power and empowerment in women's studies | Gerry Holloway and Mary Stuart |
| Chapter 5. | Murder your darlings: women's writings, many voices | Jill Masouri and Jennie Fontana |
| Section Three | Defining learning: professional perceptions and learners' abilities | |
| Chapter 6. | Our right to know: women with learning difficulties and sexuality courses | Kathy Smith and Mary Stuart |
| Chapter 7. | Information technology and enablement: Microsoft Windows and adults with learning difficulties | David Longman and Mary Stuart |
| Chapter 8. | 'She's doing too much music': professional perceptions of a learner's needs | Gus Garside |
| Section Four | Assessment and learners | |
| Chapter 9. | All change: accreditation and 'other' learners | Gerry Holloway |
| Chapter 10. | 'If experience counts, then why am I bothering to come here?': AP(E)L and learning | Mary Stuart |
| Section Five | Collaborative learning - community publishing | |
| Chapter 11. | Life after stroke: special interests book-writing groups | Nick Osmond and the Stroke Carers' Group |
| Chapter 12. | Community writing and literacy development | Freda Ansell, Nan McCubbin, Sonia Plato and Judy Wallis |
| Conclusion | Education and self identity: a process of inclusion and exclusion | Mary Stuart |
| Notes on contributors |
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