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Author: Di Luo
Beyond Citizenship focuses on the role of literacy in building a modern nation-state by examining the government provision of adult literacy training in early twentieth-century China. Based on untapped archives and diaries, Di Luo uncovers people’s strategic use of literacy and illiteracy in social interactions and explores the impact of daily experiences on the expansion of state power. Highlighting interpersonal and intergroup relations, Beyond Citizenship suggests a new methodology of studying literacy which foregrounds the agentive role of historical actors and so moves away from a more traditional approach that treats literacy itself as the key factor enabling social change.
Over the years, translation has increasingly become a necessary tool to function in contemporary society. Based on years of research and teaching activity within the field, this book offers a useful and effective paradigm for the translation of different types of texts, guiding readers towards the realisation of effective translation projects. The several contrastive analyses presented and the suggestions offered throughout will help readers appreciate the implications and consequences of every translation choice, encouraging them to develop reading and translating skills applicable to the variety of texts they face in everyday life, from novels to comic books, films, and television series.
Author: Roger Hopkins
We live at a time when the competitive, capitalist model of action has eclipsed all other contemporary social and economic models and threatens the greater cooperative good of society. Neoliberalism is an attempt to reimagine governance in an age of mass democratic policies by its intention to inoculate capitalism against the threat of democracy.

Education for Action: A Curriculum for Social Activists sees social action as a vital vehicle in challenging this intense individualistic, managerial and competitive ethos. Such action is a collective, transformative response to capitalism which combines local activism, community development and the advocacy of social, political and economic rights to help committed citizens initiate, stimulate and support social change at both local and global levels.

The book explains the methods, instruments, theories and practices that help educators encourage activists to build power amongst concerned individuals using a curriculum that emphasises the importance of critical theory and which is accessible to everybody and rooted in their community. The author also stresses the vital role of education in helping activists resist the ideologies, actions and slogans imposed on society by authoritarian powerholders while simultaneously regenerating grass-roots politics and its belief in the viability of collective solidarity and social activism.
Series Editor: Bharath Sriraman
Advances in Creativity and Gifted Education is the first internationally established book series that focuses exclusively on the constructs of creativity and giftedness as pertaining to the psychology, philosophy, pedagogy and ecology of talent development across the milieus of family, school, institutions and society. Advances in Creativity and Gifted Education strives to synthesize both domain specific and domain general efforts at developing creativity, giftedness and talent. The books in the series are international in scope and include the efforts of researchers, clinicians and practitioners across the globe.
Volume Editors: Nicola Simmons and Julie Podrebarac
This book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community.

The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience.

Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.
Author: Keith Burn

Abstract

This chapter draws on literature that relates to disadvantaged groups and their access to higher education (HE). It examines the lifelong learning and widening participation (WP) agenda in the UK, through the lived reality of three adult learners as they reflect on their journeys to and through, HE. In London, where diversity is the norm, these accounts are not extraordinary. Their voices highlight the personal values that they attach to education whilst they discuss the challenges of situational, dispositional, institutional and financial constraints they and many others in similar situations face, in their endeavour to improve their academic, economic and social situation. It is hoped that this provides further insight into the continuum of challenges faced by so many and too often under-reported.

In: Adults in the Academy: Voices of Lifelong Learners
Author: Preeti Vayada

Abstract

The relationship between students and teachers is an essential factor that shapes learning, engagement, and students’ sense of belonging. Naming the student-teacher relationship a partnership: students as partners (SaP), has gained attention and grown in practice over the past decade. The metaphor of SaP challenges assumptions about what students can contribute to enhance learning and teaching. It argues for values-based interactions, which are based on the ethos of respect, reciprocity, and shared responsibility. The underlying principle of these ethos is to treat students as adults. What happens when student partners are adult students—mature-aged people with rich life experiences accrued over decades of work, parenthood, travel, and careers who return to higher education? In this chapter, I share my story of being in an extracurricular “Student-Staff Partnership Project” through a series of vignettes. I follow this with reflective discussions drawing on both SaP theorisations and literature on mature-aged students. My story outlines the joys of being accepted into a partnership project with the disappointments of not being regarded as a partner but instead being a student intern in a well-structured project aimed at getting me ‘job ready.’ I argue that when SaP is conceptualised as a structured project to build employability skills, mature-aged students will be alienated and excluded by design because programs assume a deficit view of students as young and inexperienced, in need of help and guidance to become ‘good future workers.’ The role of age, particularly the experiences of mature-aged students, has gained little explicit attention in SaP scholarship. It is time to acknowledge and name the myriad of contributions mature-aged students can bring to the co-creation of learning through partnership in order to enhance educational endeavours.

In: Adults in the Academy: Voices of Lifelong Learners
Author: Troy Hill

Abstract

In this chapter, I write as an Indigenous adult graduate learner about finding myself advocating for Indigenous knowledge, describing a journey that enabled me to share my Indigenous way of knowing uninhibited by western thought.

In: Adults in the Academy: Voices of Lifelong Learners
In: Adults in the Academy: Voices of Lifelong Learners

Abstract

This chapter explores adult learning theory and identifies characteristics of the non-traditional student to consider effective online distance education design for this learner demographic. Concepts of andragogy, transformative, and self-directed learning are examined, whereby the inverted (flipped) classroom is presented as an approach to support adult teaching and learning best practice in online education. The author applies a critical lens to identify implications for educators, learners, and higher education, and proposes recommended practice. Current global impacts for non-traditional learners are considered for future research, along with emerging learning technologies to enhance pedagogical practice online.

In: Adults in the Academy: Voices of Lifelong Learners