Active Citizenship Methods Of Promoting In Adult Education

This open access book sheds light on a range of complex interdependencies between adult education, young adults in vulnerable situations and active citizenship. Adult education has been increasingly recognized as a means to engage and re-engage young adults and facilitate their life chances and social inclusion thus contributing to an active citizenship within their societal contexts. This collection of chapters dealing with issues of social inclusion of young people represents the first book to explicitly approach the complex interdependencies between adult education, young adults in vulnerable situations and active citizenship from the European perspective. Social exclusion, disengagement and disaffection of young adults have been among the most significant concerns faced by EU member states over the last decade. It has been increasingly recognised by a range of stakeholders that there is a growing number of young people suffering from the various effects of the unstable social, economic and political situations affecting Europe and its neighbouring countries. Young adults who experience different degrees of vulnerability are especially at risk of being excluded and marginalised. Engaging young adults through adult education has been strongly related to addressing the specific needs and requirements that would facilitate their participation in social, economic and civic/political life in their country contexts. Fostering the active citizenship of young people, both directly and indirectly, is an area where many AE programmes overlap, and this has become a core approach to integration. This book considers social, economic and political dimensions of active citizenship, encompassing the development of social competences and social capital, civic and political participation and the skills related to the economy and labour market. The cross-national consideration of the notions of vulnerability, inclusion and active citizenship underpins the complexity of translating these concepts into the national contexts of adult education programmes.

The profound changes that we are experiencing at the political, environmental, economic, social, and cultural levels of our “postmodern” society pose immense challenges to education. In order to empower students to analyze, reflect, and take action for a sustainable world, the learning and educational process must be experienced in the context of citizenship; that is, it must be designed, planned, and implemented having global sustainability as a framework, thus developing societal awareness, values, and principles. Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship is an essential research book that provides comprehensive research on education as a fundamental factor in empowering citizens to understand and act on the multiple risks and challenges to the sustainability of our society and world. Highlighting a range of critical learning strategies such as global and critical education, development education, and transformational education, among others, this book is ideal for academicians, education professionals, researchers, policymakers, and students.

This topical book examines the connections between theory and practice in citizenship learning. Focusing on the experiences and views of a range of citizens, many on the margins of society, the contributors explore the significance and impact of particular forms of educational policies and provision in peoples' lives and the role adult learning can play in the development of citizenship. Organised into three sections, the book provides a theoretical overview and a framework for understanding the links between learning and citizenship. This is followed by an exploration of the voices of different citizens as they seek to develop their lives and learning. The final section brings together theory and practice and identifies ten 'Propositions for Practice' in developing adult learning for citizenship, primarily in community contexts.

This book promotes the development of nontraditional literacies in adult education, especially as these critical literacies relate to global citizenship, equity, and social justice. As this edited collection argues, a rapidly changing global environment and proliferation of new media technologies have greatly expanded the kinds of literacies that one requires in order to be an engaged global citizen. It is imperative for adult educators and learners to understand systems, organizations, and relationships that influence our lives as citizens of the world. By compiling a comprehensive list of foundational, sociocultural, technological and informational, psychosocial and environmental, and social justice literacies, this volume offers readers theoretical foundations, practical strategies, and additional resources.

This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic colleges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of establishing fair and equal representation for important stakeholders). The author has worked in both sectors for over a decade, and uses this experience to offer a blend of educational practice and philosophical investigation. The result is a work that appeals to both teachers in further and adult education as well as academics and students interested in philosophy of education.​

This volume gives theoretical and practical insights in international and comparative research in the field of adult and continuing education. The 16 contributions of this volume give three perspectives on international and comparative adult education. The first perspective focuses on the question how internationalisation and comparative adult and continuing education can be taught. The second perspective gives insights into the results of comparative research that has been conducted throughout a two-week Winter School that took place in February 2019 in Würzburg. The third perspective complements the two perspectives with insights into international projects and practices in adult and continuing education. The authors of this volume are contributing to the transnational Winter School International and comparative studies in adult and continuing education in Würzburg, Germany since 2014.

The OECD Report, Promoting Adult Learning brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.