Nod Miller
Biographic Data
| ID | 4273303 |
|---|---|
| NAME | Nod Miller |
| GIVEN NAMES | Nod |
| FAMILY NAME | Miller |
| SIGNATURE | MILLER N |
| AFFILIATIONS | University of East London |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 3 |
Whatever happened to social purpose? Adult educators' stories of political commitment and change
As part of a larger research project examining the biographies of university adult educators who entered the field between 1975 and 1985, the aim of this paper is to highlight a number of themes that have emerged from this investigation around the issue of sustaining commitment to social purpose. Our objective was to find out whether those in the sample had, on entry, a commitment to social justice and change and whether they have been able to su…
Technology and In/equality
Unravelling the story of a milestone text, Tales from the Handbook of Adult and Continuing Education
Include me out
Social exclusion and inclusion have emerged as strong policy-leading concepts at both the national and international level in recent years. Policies on lifelong learning are themselves in part premised on the contribution education and training can make to promoting an inclusive society. It is argued that social exclusion offends against human dignity, denies people their fundamental human rights and leads, in conjunction with social and economic…
Go your own way
This article provides an autobiographical account of two adult educators engaged in what may be seen as an identity crisis for contemporary adult education. Through our autobiographical analysis, we address the question of what it means to be an adult educator or to practice adult education in circumstances where dedifferentiation has taken hold under the sign of lifelong learning. First, we outline the challenges that are taking place to many of…
Called to Account
The curriculum vitae has become a central feature of modem academic life. It can be understood as a form of autobiographical practice, one centrally involved with the construction and presentation of a self in a particular occupational context. This paper explores these themes and seeks to show how the insights of Goffman might contribute to an understanding of the nature and significance of these practices
Include me out
Social exclusion and inclusion have emerged as strong policy-leading concepts at both the national and international level in recent years. Policies on lifelong learning are themselves in part premised on the contribution education and training can make to promoting an inclusive society. It is argued that social exclusion offends against human dignity, denies people their fundamental human rights and leads, in conjunction with social and economic…
Called to Account
The curriculum vitae has become a central feature of modem academic life. It can be understood as a form of autobiographical practice, one centrally involved with the construction and presentation of a self in a particular occupational context. This paper explores these themes and seeks to show how the insights of Goffman might contribute to an understanding of the nature and significance of these practices
Whatever happened to social purpose? Adult educators' stories of political commitment and change
As part of a larger research project examining the biographies of university adult educators who entered the field between 1975 and 1985, the aim of this paper is to highlight a number of themes that have emerged from this investigation around the issue of sustaining commitment to social purpose. Our objective was to find out whether those in the sample had, on entry, a commitment to social justice and change and whether they have been able to su…
Go your own way
This article provides an autobiographical account of two adult educators engaged in what may be seen as an identity crisis for contemporary adult education. Through our autobiographical analysis, we address the question of what it means to be an adult educator or to practice adult education in circumstances where dedifferentiation has taken hold under the sign of lifelong learning. First, we outline the challenges that are taking place to many of…
Unravelling the story of a milestone text, Tales from the Handbook of Adult and Continuing Education
Called to Account
The curriculum vitae has become a central feature of modem academic life. It can be understood as a form of autobiographical practice, one centrally involved with the construction and presentation of a self in a particular occupational context. This paper explores these themes and seeks to show how the insights of Goffman might contribute to an understanding of the nature and significance of these practices
Go your own way
This article provides an autobiographical account of two adult educators engaged in what may be seen as an identity crisis for contemporary adult education. Through our autobiographical analysis, we address the question of what it means to be an adult educator or to practice adult education in circumstances where dedifferentiation has taken hold under the sign of lifelong learning. First, we outline the challenges that are taking place to many of…
Unravelling the story of a milestone text, Tales from the Handbook of Adult and Continuing Education
Include me out
Social exclusion and inclusion have emerged as strong policy-leading concepts at both the national and international level in recent years. Policies on lifelong learning are themselves in part premised on the contribution education and training can make to promoting an inclusive society. It is argued that social exclusion offends against human dignity, denies people their fundamental human rights and leads, in conjunction with social and economic…
Technology and In/equality
Whatever happened to social purpose? Adult educators' stories of political commitment and change
As part of a larger research project examining the biographies of university adult educators who entered the field between 1975 and 1985, the aim of this paper is to highlight a number of themes that have emerged from this investigation around the issue of sustaining commitment to social purpose. Our objective was to find out whether those in the sample had, on entry, a commitment to social justice and change and whether they have been able to su…
Sociology (6 works) · Pedagogy (5 works) · Political science (4 works) · Adult and Continuing Education Topics (3 works) · Adult education (3 works) · Epistemology (3 works) · Global Educational Policies and Reforms (3 works) · Lifelong learning (3 works) · Psychology (3 works) · Social science (3 works)