Julia Preece
Biographic Data
| ID | 3781362 |
|---|---|
| NAME | Julia Preece |
| GIVEN NAMES | Julia |
| FAMILY NAME | Preece |
| SIGNATURE | PREECE J |
| AFFILIATIONS | National University of Lesotho |
| ORCID | 0000-0002-3209-5935 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 59 |
| WORKS AS AUTHOR | 29 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Making my voice and owning its future
This article explores disabled experience and the future of technologies relating to augmentative and alternative communication (AAC). This field includes people's use of AAC devices, typically in combination with other modes of communication, including vocalising, revoicing and body language. Such devices have speech technology and digital voices built into them and we will consider who could be said to have ownership of these technologies. We w…
Nurturing Social Capital in Excluded Communities
This title was first published in 2000. Emanating from a two year action research project aimed at devising higher education courses for excluded social groups, this book examines ways in which UK higher education can be accessed and valued by adults who have previously been excluded. It also explores the topical argument that education contributes to building social as well as human capital - a necessary feature of citizenship and sustainable co…
Globalisation in Africa
This paper reflects on Peter Jarvis’ book Globalisation, lifelong learning and the learning society, volume 2 – in which he describes human learning within a global context and factors contributing to globalisation. He describes the relationship of power between countries manifested as the superstructure and sub structure. The paper explores to what extent this model reflects the current situation in selected southern African countries such as Ta…
The public image of the herders in Lesotho and implication for the non-formal education curriculum
Higher reported female literacy rates in Lesotho have resulted from poverty and economic challenges which prohibit male access to education in that males drop out in higher numbers in search of employment mainly as herders, in order to supplement their family income resulting in higher female literacy rates. Whilst non-formal education (NFE) provision caters for adult herders, this provision seems to inadequately cover for the herders’ educationa…
Herder identity in Lesotho
This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities – public and private. Their public identities were reflected through themes of cult…
Constructing Narratives of Continuity and Change
Critical and Creative Education for the New Africa
It is always refreshing to read books that address education in Africa that are written by Africans. Such authors are appearing more frequently and they provide an opportunity to see how African wr
Education, Democracy and Development
Education, Democracy and Development: Does education contribute to democratisation in developing countries?." International Journal of Lifelong Education, 33(1), pp. 118–119
Citizenship education in Commonwealth countries
This short publication is a desk review of the Commonwealth Secretariat’s work in selective Commonwealth countries to foster education for respect and understanding. That work was the outcome of a
Africa and international policy making for lifelong learning
Research in adult education and lifelong learning in the era of Confintea VI
The aim of this paper is to reflect on past discussions in order to see how far we have travelled in terms of research over the past 12 years, identify some of the continuities and look at the significance of some of the changes that have taken place in order to inform our agenda for the future. This paper starts with some conceptual definitions in relation to the keywords in this title, which in themselves are by no means unproblematic. It then …
Nurturing lifelong learning in communities through the National University of Lesotho
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their…
Lifelong learning in sub‐Saharan Africa
In recent times technology and the World Wide Web have assisted in making African contributions to lifelong learning debates more visible. One example of this website visibility is the Annual Confe
Interdisciplinary approaches to literacy and development
Response to Learning through Life
This paper responds to the NIACE report Learning through Life in relation to the report’s thematic area of poverty reduction. The paper draws on the thematic working papers that informed the report as well as wider literature on poverty. It takes a multidimensional perspective of poverty, drawing on Sen’s concept of poverty as ‘unfreedom’ and making comparisons with developing country contexts. The paper supports the NIACE view that life‐wide lea…
The Trouble with Higher Education
Lifelong learning and development
Lifelong learning and development
This paper highlights some tensions regarding lifelong learning discourses for countries which are listed in the lower part of international development indexes. Such countries are often referred to collectively as the ‘South’, though this represents a political focus rather than geographical accuracy and usually represents those formerly colonised countries that are affected by international aid agendas, as opposed to those in the ‘North’ that a…
Languages and Education in Africa
(Symposium Books, Oxford, 2009), 356 pp., £32.00 (pbk), ISBN 978‐1‐873927‐17‐5 Africa is the only continent in the world that still uses the language of its former colonizing nation as the primary
Context matters’
The main focus of this paper is to interrogate the author's position as a white, Western expatriate during her time as a lecturer in Botswana. The approach is to analyse different texts, some of which are semi‐formal but which reveal how our cultures and subjectivities are shaped by, and shape how, we view the ‘other’ across cultural divides. By situating the issues raised by this interrogation in a wider postcolonial framework I attempt to highl…
Beyond the learning society
In today’s post‐modern world of difference, and amidst globalising forces of insidious convergence, this paper explores how far the concepts of lifelong learning and learning society embrace international worldviews. It conducts a brief excursion into literature that has explored learning society models. It also looks at an increasing number of voices from across the developing world, especially Africa, where a more globally aware and context sen…
What citizenship responsibility means to Botswana's young adults
Politicians and other leaders in Botswana have recently expressed concerns that the country's ‘youth’ is not taking its citizenship responsibilities seriously. This is in a context of rapid change and development in the last thirty years since Botswana's independence in 1966. The study described here explored the learned perceptions of citizenship responsibility amongst a selection of Botswana's young adults and youth leaders. These perceptions w…
Poverty reduction and adult education
One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty,…
Using adult education principles for HIV/Aids awareness intervention strategies in Botswana
This paper reports on a mainly qualitative study into company strategies for HIV/AIDS information, education and communication (IEC) strategies in the Botswana workplace. The authors argue that HIV/AIDS awareness and prevention strategies in Botswana need a new approach. The research proposal hypothesized that IEC strategies need to take account of adult education theory that promotes the active involvement of learners in developing their own cur…
Feminist Perspectives on the Learning of Citizenship and Governance
This paper offers a critical appraisal of citizenship and governance in relation to gender. It draws on poststructuralist themes which look at the relationship between power and discourse. This perspective provides an analytical tool for exploring how gender has been understood in the construction of citizenship and governance values in Europe. Whilst the focus of this discussion is gender, the implications of this analysis for disability and rac…
Africa and international policy making for lifelong learning
Beyond the learning society
In today’s post‐modern world of difference, and amidst globalising forces of insidious convergence, this paper explores how far the concepts of lifelong learning and learning society embrace international worldviews. It conducts a brief excursion into literature that has explored learning society models. It also looks at an increasing number of voices from across the developing world, especially Africa, where a more globally aware and context sen…
Poverty reduction and adult education
One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty,…
Feminist Perspectives on the Learning of Citizenship and Governance
This paper offers a critical appraisal of citizenship and governance in relation to gender. It draws on poststructuralist themes which look at the relationship between power and discourse. This perspective provides an analytical tool for exploring how gender has been understood in the construction of citizenship and governance values in Europe. Whilst the focus of this discussion is gender, the implications of this analysis for disability and rac…
Research in adult education and lifelong learning in the era of Confintea VI
The aim of this paper is to reflect on past discussions in order to see how far we have travelled in terms of research over the past 12 years, identify some of the continuities and look at the significance of some of the changes that have taken place in order to inform our agenda for the future. This paper starts with some conceptual definitions in relation to the keywords in this title, which in themselves are by no means unproblematic. It then …
Interdisciplinary approaches to literacy and development
Lifelong learning and development
This paper highlights some tensions regarding lifelong learning discourses for countries which are listed in the lower part of international development indexes. Such countries are often referred to collectively as the ‘South’, though this represents a political focus rather than geographical accuracy and usually represents those formerly colonised countries that are affected by international aid agendas, as opposed to those in the ‘North’ that a…
Class and Disability
This paper describes some findings from in-depth interviews with 10 adults with disabilities, most of whom had strong working class connections. It places the findings in the context of feminist post-structuralist theory. Whilst the research is not directly to do with gender relationships, the theoretical framework highlights notions of difference, cultural value and meaning which play a significant role in the power relationships between dominan…
Disability and Adult Education - the consumer view
Developments in recent years have shown an increasing interest in the educational needs and aspirations of disabled adults. There is still, however, limited research information representing the disabled person's voice. This paper describes the outcomes from a survey of the educational experiences of 44 physically disabled adults in the North West of England. The findings indicated that, usually, the earlier someone had acquired a disability, the…
Globalisation in Africa
This paper reflects on Peter Jarvis’ book Globalisation, lifelong learning and the learning society, volume 2 – in which he describes human learning within a global context and factors contributing to globalisation. He describes the relationship of power between countries manifested as the superstructure and sub structure. The paper explores to what extent this model reflects the current situation in selected southern African countries such as Ta…
The public image of the herders in Lesotho and implication for the non-formal education curriculum
Higher reported female literacy rates in Lesotho have resulted from poverty and economic challenges which prohibit male access to education in that males drop out in higher numbers in search of employment mainly as herders, in order to supplement their family income resulting in higher female literacy rates. Whilst non-formal education (NFE) provision caters for adult herders, this provision seems to inadequately cover for the herders’ educationa…
Nurturing lifelong learning in communities through the National University of Lesotho
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their…
Context matters’
The main focus of this paper is to interrogate the author's position as a white, Western expatriate during her time as a lecturer in Botswana. The approach is to analyse different texts, some of which are semi‐formal but which reveal how our cultures and subjectivities are shaped by, and shape how, we view the ‘other’ across cultural divides. By situating the issues raised by this interrogation in a wider postcolonial framework I attempt to highl…
Challenging the discourse of inclusion and exclusion with off limits curricula
This paper argues that current educational strategies for social inclusion tend to translate the needs of the excluded into cases for intervention, rather than provide the excluded with space to maintain their individuality in a pluralist society. The definition of exclusion does not always take account of the complexities of exclusion and inclusion. The paper briefly explores some paradoxes of definition between inclusion and exclusion and looks…
Herder identity in Lesotho
This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities – public and private. Their public identities were reflected through themes of cult…
Lifelong learning in sub‐Saharan Africa
In recent times technology and the World Wide Web have assisted in making African contributions to lifelong learning debates more visible. One example of this website visibility is the Annual Confe
Response to Learning through Life
This paper responds to the NIACE report Learning through Life in relation to the report’s thematic area of poverty reduction. The paper draws on the thematic working papers that informed the report as well as wider literature on poverty. It takes a multidimensional perspective of poverty, drawing on Sen’s concept of poverty as ‘unfreedom’ and making comparisons with developing country contexts. The paper supports the NIACE view that life‐wide lea…
The Trouble with Higher Education
Lifelong learning and development
What citizenship responsibility means to Botswana's young adults
Politicians and other leaders in Botswana have recently expressed concerns that the country's ‘youth’ is not taking its citizenship responsibilities seriously. This is in a context of rapid change and development in the last thirty years since Botswana's independence in 1966. The study described here explored the learned perceptions of citizenship responsibility amongst a selection of Botswana's young adults and youth leaders. These perceptions w…
Using adult education principles for HIV/Aids awareness intervention strategies in Botswana
This paper reports on a mainly qualitative study into company strategies for HIV/AIDS information, education and communication (IEC) strategies in the Botswana workplace. The authors argue that HIV/AIDS awareness and prevention strategies in Botswana need a new approach. The research proposal hypothesized that IEC strategies need to take account of adult education theory that promotes the active involvement of learners in developing their own cur…
Historicity’ and power-knowledge games in continuing education
Presents information on higher education while focusing on an analytical and historical framework for explaining how power works amongst higher education discourse struggles for recognition. Definition of theoretical terms; Reference to Weedon, 1987 and Sarup, 1989; How is discourse defined by McDonnell (1986: 3)
Disability and Adult Education - the consumer view
Developments in recent years have shown an increasing interest in the educational needs and aspirations of disabled adults. There is still, however, limited research information representing the disabled person's voice. This paper describes the outcomes from a survey of the educational experiences of 44 physically disabled adults in the North West of England. The findings indicated that, usually, the earlier someone had acquired a disability, the…
Class and Disability
This paper describes some findings from in-depth interviews with 10 adults with disabilities, most of whom had strong working class connections. It places the findings in the context of feminist post-structuralist theory. Whilst the research is not directly to do with gender relationships, the theoretical framework highlights notions of difference, cultural value and meaning which play a significant role in the power relationships between dominan…
Historicity’ and power-knowledge games in continuing education
Presents information on higher education while focusing on an analytical and historical framework for explaining how power works amongst higher education discourse struggles for recognition. Definition of theoretical terms; Reference to Weedon, 1987 and Sarup, 1989; How is discourse defined by McDonnell (1986: 3)
Challenging the discourse of inclusion and exclusion with off limits curricula
This paper argues that current educational strategies for social inclusion tend to translate the needs of the excluded into cases for intervention, rather than provide the excluded with space to maintain their individuality in a pluralist society. The definition of exclusion does not always take account of the complexities of exclusion and inclusion. The paper briefly explores some paradoxes of definition between inclusion and exclusion and looks…
Feminist Perspectives on the Learning of Citizenship and Governance
This paper offers a critical appraisal of citizenship and governance in relation to gender. It draws on poststructuralist themes which look at the relationship between power and discourse. This perspective provides an analytical tool for exploring how gender has been understood in the construction of citizenship and governance values in Europe. Whilst the focus of this discussion is gender, the implications of this analysis for disability and rac…
Using adult education principles for HIV/Aids awareness intervention strategies in Botswana
This paper reports on a mainly qualitative study into company strategies for HIV/AIDS information, education and communication (IEC) strategies in the Botswana workplace. The authors argue that HIV/AIDS awareness and prevention strategies in Botswana need a new approach. The research proposal hypothesized that IEC strategies need to take account of adult education theory that promotes the active involvement of learners in developing their own cur…
What citizenship responsibility means to Botswana's young adults
Politicians and other leaders in Botswana have recently expressed concerns that the country's ‘youth’ is not taking its citizenship responsibilities seriously. This is in a context of rapid change and development in the last thirty years since Botswana's independence in 1966. The study described here explored the learned perceptions of citizenship responsibility amongst a selection of Botswana's young adults and youth leaders. These perceptions w…
Poverty reduction and adult education
One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty,…
Beyond the learning society
In today’s post‐modern world of difference, and amidst globalising forces of insidious convergence, this paper explores how far the concepts of lifelong learning and learning society embrace international worldviews. It conducts a brief excursion into literature that has explored learning society models. It also looks at an increasing number of voices from across the developing world, especially Africa, where a more globally aware and context sen…
Context matters’
The main focus of this paper is to interrogate the author's position as a white, Western expatriate during her time as a lecturer in Botswana. The approach is to analyse different texts, some of which are semi‐formal but which reveal how our cultures and subjectivities are shaped by, and shape how, we view the ‘other’ across cultural divides. By situating the issues raised by this interrogation in a wider postcolonial framework I attempt to highl…
Lifelong learning and development
Lifelong learning and development
This paper highlights some tensions regarding lifelong learning discourses for countries which are listed in the lower part of international development indexes. Such countries are often referred to collectively as the ‘South’, though this represents a political focus rather than geographical accuracy and usually represents those formerly colonised countries that are affected by international aid agendas, as opposed to those in the ‘North’ that a…
Languages and Education in Africa
(Symposium Books, Oxford, 2009), 356 pp., £32.00 (pbk), ISBN 978‐1‐873927‐17‐5 Africa is the only continent in the world that still uses the language of its former colonizing nation as the primary
Interdisciplinary approaches to literacy and development
Response to Learning through Life
This paper responds to the NIACE report Learning through Life in relation to the report’s thematic area of poverty reduction. The paper draws on the thematic working papers that informed the report as well as wider literature on poverty. It takes a multidimensional perspective of poverty, drawing on Sen’s concept of poverty as ‘unfreedom’ and making comparisons with developing country contexts. The paper supports the NIACE view that life‐wide lea…
The Trouble with Higher Education
Research in adult education and lifelong learning in the era of Confintea VI
The aim of this paper is to reflect on past discussions in order to see how far we have travelled in terms of research over the past 12 years, identify some of the continuities and look at the significance of some of the changes that have taken place in order to inform our agenda for the future. This paper starts with some conceptual definitions in relation to the keywords in this title, which in themselves are by no means unproblematic. It then …
Nurturing lifelong learning in communities through the National University of Lesotho
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their…
Lifelong learning in sub‐Saharan Africa
In recent times technology and the World Wide Web have assisted in making African contributions to lifelong learning debates more visible. One example of this website visibility is the Annual Confe
Africa and international policy making for lifelong learning
Citizenship education in Commonwealth countries
This short publication is a desk review of the Commonwealth Secretariat’s work in selective Commonwealth countries to foster education for respect and understanding. That work was the outcome of a
Critical and Creative Education for the New Africa
It is always refreshing to read books that address education in Africa that are written by Africans. Such authors are appearing more frequently and they provide an opportunity to see how African wr
Education, Democracy and Development
Education, Democracy and Development: Does education contribute to democratisation in developing countries?." International Journal of Lifelong Education, 33(1), pp. 118–119
Constructing Narratives of Continuity and Change
Herder identity in Lesotho
This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities – public and private. Their public identities were reflected through themes of cult…
Sociology (25 works) · Political science (22 works) · Pedagogy (20 works) · Global Educational Policies and Reforms (15 works) · Psychology (12 works) · Economic growth (11 works) · Education Systems and Policy (11 works) · Lifelong learning (10 works) · Social science (10 works) · Law (9 works)