Steven Hodges
Biographic Data
| ID | 4443640 |
|---|---|
| NAME | Steven Hodges |
| GIVEN NAMES | Steven |
| FAMILY NAME | Hodges |
| SIGNATURE | HODGES S |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0002-1194-5208 |
| VERIFIED | Yes |
| TOTAL WORKS | 56 |
| TOTAL CITATIONS | 98 |
| AUTHOR COUNT | 56 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Pre-service teacher preparedness in ethical decision-making: Understanding the personal-professional ethics tension in practicum experiences
Pre-service teacher practicums constitute critical developmental contexts for professional skill application and ethical reasoning development. This systematic literature review examines the ethical dilemmas encountered by pre-service teachers during practicum experiences, with particular focus on understanding why these dilemmas are uniquely challenging for novice educators. Following PRISMA guidelines, 14 publications (2012–2022) from peer-revi…
Rethinking learning in working life: Beyond generational explanations
Generational language is pervasive in contemporary discussions of work. It circulates easily across public debate, organisational practice, and research. Younger workers are said to value flexibili
Viva la revolución? Teachers as conduits or curriculum makers
Self-directed lifelong education and learning in times of generative AI
Hermeneutics of complexity and the limits of learning pre-specification
Contemporary work confronts researchers and educators with a range of challenges, including those posed by complex environments in which workers grapple with uncertainty in high-stakes situations. A different challenge lies in the assumptions brought to learning design and facilitation, assumptions which together constitute a ‘paradigm’ concerning how to approach these tasks. Without a paradigm, designers and practitioners may exercise an incoher…
Learning from casework in child protection: The view from within
Child protection is a complex and sensitive practice.The core responsibility is the care and protection of children and young people who have been subject to, or who are at risk from abuse and neglect.The work involves investigating allegations of harm, preparing for, and making representations to the legal system, and case planning and management across a continuum of complicated care interventions.Caseworkers' learning for child protection serv…
The perfect (skills) match? Tracking a chimera of lifelong learning policy
Peace education in times of war
Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning
Temporality and lifelong education and learning
Preparing pre-service teachers to teach with information technology: Mapping knowledge patterns in what is included and omitted in Ghana
Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap…
I think my accent is the way I am”: How East Asian international students describe themselves as foreign-accented speakers
Purpose This study explores how second language (L2) East Asian international students at an Australian university describe themselves as foreign-accented speakers and develop a new L2 identity within a sociolinguistic landscape that reinforces hierarchies between first language (L1) and L2 speakers. Design/methodology/approach Drawing upon van Manen’s (2016) hermeneutic phenomenology, this study employs a qualitative-dominant mixed methods appro…
Beyond formal training: Insights into cabin crew learning for emergencies
This paper provides a sociocultural understanding of how airline cabin crew negotiate their learning for emergencies and challenges the conventional approach of relying solely on formal training. Drawing on ethnographic methods, our research offers insights into the learning trajectory of the cabin crew of a regional airline operating in the Tasman Sea Region. While learning occurs as new cabin crew members engage with routine work practices and …
In times of trouble, what is the role of lifelong education and educators
Research and practice of adult and lifelong education and educators has always been tinged with ethical considerations, arguments and debate. Sometimes, the ethical dimension appears muted – such as when the focus is on attitudes to skill acquisition – but at other times, adult and lifelong education is positioned as a distinct force of good through its role in realising social justice, personal realisation and spiritual goals. While it would nev…
Social justice through lifelong education: The balancing of self-directed learning outcomes towards ourselves and others
Social movements and lifelong learning – learning for change or learning for democracy
Artificial intelligence (AI), conversational agents, and generative AI: Implications for adult education practice and research
The AI era is upon us, and it is still within our power to ensure it brings prosperity for all.\n\n(Kristalina Georgieva, International Monetary Fund)\n\nCoined by McCarthy et al. (Citation1955), the term ‘artificial intelligence’ (AI) refers to the ability of a digital machine to emulate human cognition and decision-making. Ever since AI has transformed production systems and other jobs and non-job-related activities. Meanwhile, a new research a…
The European year of skills 2023: Skills for now and in the future
Lifelong education and learning has remained one of the highest prioritised topics for countries, political bodies, and enterprises for several decades while also representing a dynamic and vibrant research field and community.Within the context of lifelong education and learning policy, practice, and research, the notion of 'skills' has emerged as a crucial approach and theme that has gathered significant attention in Europe and beyond.The empha…
Civic lifelong education: Fostering informed citizenship amidst global challenges and democratic transformations
Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023;Hurtado, 2019;Krzywosz-Rynkiewicz & Kennedy, 2022;Petrie et al., 2019).The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with com…
Lifelong, lifewide learning for the new abnormal and how digital fits
Imagining the futures for lifelong education under the “promissory legitimacy” of international organisations
What’s in a name – lifelong education or development
The International Journal of Lifelong Education regularly draws attention to shifts in the delivery modes of education and changes that need to be addressed to reshape the future of the planet and human experience (Milana et al., Citation2023). These reflections continue in this editorial, which considers the underlying purposes of adult education in a climate where the link between education and the rhetoric of human capital grows ever closer
Aligning skills and lifelong learning for human-centred sustainable development
Lifelong education research over 40 years: Insights from the International Journal of Lifelong Education
With this special issue of the International Journal of Lifelong Education, we complete a two-year celebration and critical examination of the field of adult lifelong education, prompted by the journal’s fortieth anniversary. In this editorial we provide a brief account of this celebration and its rationale, but also devote attention to the origins and early years of the journal itself
Forty years of the International Journal of Lifelong Education: Reflections on a changing field
Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education
The editors approached the 40th anniversary of the International Journal of Lifelong Education as an opportunity to consider the field by exploring how a corpus of 1462 articles (the first 40 volumes of the journal) questioned and shaped the field. A subset of advisory board members and the editors gathered in 2021 in groups to analyse major topics. The records of the reading, analyses and discussions of these groups offer a unique snapshot of th…
Lifelong education, social inequality and the Covid-19 health pandemic
What can lifelong education researchers learn from the COVID-19 pandemic? There are, of course, ‘quick’ lessons: societies, for instance, clearly learn from experience. East Asian societies, and governments, learned from SARS and the devastating effect it had in cities such as Guangzhou, Hong Kong, and Beijing in 2003 (Abraham, 2004). Of course there was the general lesson that a new coronavirus should not be taken lightly: no doubt there was als…
Adult education and learning: Endorsing its contribution to the 2030 Agenda
At the outset of the world economic crisis in 2009 the representatives of 144 UNESCO Member States met at the Sixth International Conference on Adult Education (CONFINTEA VI) held in Brazil, and adopted the Belém Framework for Action (BFA) to guide them ‘in harnessing the power and potential of adult learning and education for a viable future for all’ (art. 6). Moreover, they called upon UNESCO and its satellite structures to review and update th…
A year of Covid-19 pandemic: Exposing the fragility of education and digital in/equalities
March 2021 marked one year since the World Health Organization declared the COVID-19 pandemic. Previous editorials reflected on social inequality, a longstanding problem in lifelong education, in light of the pandemic (Waller et al., 2020), and on the role of learning cities and regions to make education systems resilient to the pandemic (Webb et al., 2020). Writing when a third wave of COVID-19 is being experienced in several countries, it is wo…
The European year of skills 2023: Skills for now and in the future
Lifelong education and learning has remained one of the highest prioritised topics for countries, political bodies, and enterprises for several decades while also representing a dynamic and vibrant research field and community.Within the context of lifelong education and learning policy, practice, and research, the notion of 'skills' has emerged as a crucial approach and theme that has gathered significant attention in Europe and beyond.The empha…
Lifelong education international: Forwards and/or backwards
With this issue, the International Journal of Lifelong Education enters its fortieth year of publication. It was launched, under the editorship of Peter Jarvis and J.E. (Teddy) Thomas, in a different era. We are now embarking on a two-year project to mark the completion of this anniversary, and to launch us into our fifth decade. The project involves looking back and peering forward. It comprises two main elements, the outcomes of which will, we …
Adult education, mental health and mental wellbeing
Engaging or continuing to engage with formal education in adulthood has long been seen as being beneficial to learners in a number of ways (Field, 2009; Schuller, Preston, Hammond, BassettGrundy, & Bynner, 2004). These include the obvious social ones – classes are good ways to meet others with similar interests – and economic benefits including enhanced knowledge, skills general employability are often cited as being important too – the encourage…
Lifelong learning for quality education: Exploring the neglected aspect of sustainable development goal 4
The sustainable development goals (SDGs) adopted by the leaders of the United Nations member states at the 70th session of the UN General assembly in September 2015, set out an agenda for global transformation. These SDGs, known as global goals, build on the strategy set by the millennium development goals (MDGs) to end all forms of poverty and focus even further on inequalities and climate change. In contrast to the MDGs, SDGs have been designed…
In times of trouble, what is the role of lifelong education and educators
Research and practice of adult and lifelong education and educators has always been tinged with ethical considerations, arguments and debate. Sometimes, the ethical dimension appears muted – such as when the focus is on attitudes to skill acquisition – but at other times, adult and lifelong education is positioned as a distinct force of good through its role in realising social justice, personal realisation and spiritual goals. While it would nev…
Artificial intelligence (AI), conversational agents, and generative AI: Implications for adult education practice and research
The AI era is upon us, and it is still within our power to ensure it brings prosperity for all.\n\n(Kristalina Georgieva, International Monetary Fund)\n\nCoined by McCarthy et al. (Citation1955), the term ‘artificial intelligence’ (AI) refers to the ability of a digital machine to emulate human cognition and decision-making. Ever since AI has transformed production systems and other jobs and non-job-related activities. Meanwhile, a new research a…
Civic lifelong education: Fostering informed citizenship amidst global challenges and democratic transformations
Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023;Hurtado, 2019;Krzywosz-Rynkiewicz & Kennedy, 2022;Petrie et al., 2019).The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with com…
What’s in a name – lifelong education or development
The International Journal of Lifelong Education regularly draws attention to shifts in the delivery modes of education and changes that need to be addressed to reshape the future of the planet and human experience (Milana et al., Citation2023). These reflections continue in this editorial, which considers the underlying purposes of adult education in a climate where the link between education and the rhetoric of human capital grows ever closer
Aligning skills and lifelong learning for human-centred sustainable development
Asylum Seeking, Border Security, Hope
Asylum seeking galvanises brutal state responses. The challenge of confronting the brutality of border security is understanding the elusive interlocking of knowledge and power that normalises technologies of securitisation, detention, and defiance of international conventions. In this paper we employ Marxist philosopher Ernest Bloch to interrogate the temporal horizon of border security discourse revealing the act of asylum seeking as a form of …
Educational research in authoritarian times
Across the world, political winds are filling authoritarian sails. From China to Hungary, Brazil to Poland, Turkey to Egypt, Russia to the USA, ‘strong leaders’ hold the helm. Democratic institutions creak or crack. Elections are ‘managed’, postponed, abolished; voters are suborned by ‘fake news’; opposition is harassed, banned, branded treasonous or terroristic. Checks and balances on executive power are ignored or derided; leaders’ terms of off…
An inseparable aspect of citizenship”: Marking a centenary in “universal and lifelong” adult education
This year we mark a major adult education centenary: the publication, in November 1919, of the Final Report of the British Ministry of Reconstruction’s Adult Education Committee. This was a landmark in our field – probably the first major official report on adult education in any country to be based on serious empirical research. More important, perhaps, it set out a strong political case for a broad – lifelong and lifewide – adult education curr…
Economic theory, neoliberalism and the interests of educators
Critical commentary on education policy frequently resorts to the term ‘neoliberal’ to describe the influence of economic theory on the way we understand, measure and reform practices and institutions. This influence reaches a wide range of activities funded by governments such as health care, welfare, and public services in general. The appeal of economic theory to policymakers can be readily appreciated. As Edwards (2007) explains, governments …
Alienating curriculum work in Australian vocational education and training
Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a ‘Neoliberal’ version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted t…
Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning
Lifelong, lifewide learning for the new abnormal and how digital fits
Lifelong education research over 40 years: Insights from the International Journal of Lifelong Education
With this special issue of the International Journal of Lifelong Education, we complete a two-year celebration and critical examination of the field of adult lifelong education, prompted by the journal’s fortieth anniversary. In this editorial we provide a brief account of this celebration and its rationale, but also devote attention to the origins and early years of the journal itself
Reassessing the social benefits of lifelong learning in light of the Covid pandemic
This editorial focuses on what is widely regarded as a beneficial aspect of adult education, that is, increased opportunities for socialising, and how they may have been reduced by the general move to online learning in response to the COVID pandemic. Whilst some scholars have previously highlighted the potential negative social aspects of adults engaging with lifelong learning on relationships with those closest to them (e.g. Waller et al., 2011…
Who is ‘competent’ to shape lifelong education’s future
Lifelong education practice and research are about important processes but also generate visions of what those processes should be and lead to. Many are drawn to the field of lifelong education because of traditions that have articulated visions of adults and their communities as capable of growth, emancipation and empowerment, and look to educational policies, systems, institutions, and programmes in terms of how they can foster those visions. F…
Data, artificial intelligence and policy-making: Hubris, hype and hope
A few years ago, the European Commission commissioned and published an influential report, reviewing what adult education policy-makers could learn from research – chiefly research funded by the Commission itself under successive Framework research programmes (now rebranded ‘Horizon’) (Federighi, 2013). The report covered a range of areas, including the aims of continuing vocational education and training and adult education, how adult education …
Political populism and adult education
Although it is subject to considerable current media scrutiny, populism, the political movement which may best be characterised by an anti-establishment appeal to the masses, is actually nothing new, although the form it takes has varied over time and between national contexts. Previous examples include in the United States the People’s Party from the late nineteenth century, South American political movements around ‘charismatic’ leaders such as…
Bringing Adolescents into Substance Abuse Treatment through Community Outreach and Engagement: The Hartford Youth Project
While outreach and case management services have been shown to improve retention of at-risk youth in behavioral health treatment, these important support services are challenging to implement. The Hartford Youth Project (HYP), established by the Connecticut Department of Children and Families as a pilot for the state adolescent substance abuse treatment system, made outreach and engagement integral to its system of care. HYPbrought together a net…
Discipline, governmentality and 25 years of competency-based training
Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault's analysis of ‘disciplinary’ power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of knowledge that shaped the self-understanding and activity of participants. Robinson (1993) and Edwards and Usher (19…
Just imaginary: Delimiting social inclusion in higher education
This paper explores the notion of a ‘just imaginary’ for social inclusion in higher education. It responds to the current strategy of OECD nations to expand higher education and increase graduate numbers, as a way of securing a competitive advantage in the global knowledge economy. The Australian higher education system provides the case for analysis. Three dilemmas for social inclusion policy in this context are identified: questions of sustaina…
Alienating curriculum work in Australian vocational education and training
Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a ‘Neoliberal’ version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted t…
Niace: ‘ Atque in Perpetuum Frater Ave Atque Vale ’
A year ago, on 4 November 2015, a few dozen British adult educators gathered in London. They were there to attend what turned out to be the last annual general meeting of the National Institute of Adult Continuing Education: NIACE. Legally speaking, the organisation was merely changing its name, rather than ceasing to exist, but the rebranding was more than trivial. Only two of the words in its name remained (‘national’ and ‘institute’). ‘Adult’,…
Refugee migration, lifelong education and forms of integration
As we write this editorial, the political landscape that has shaped European policy and structures over the last 40 years is being questioned in the UK following the recent referendum result to leave the European Union. One of the central issues in the UK referendum debate was how to respond to the challenge of increased migration. With the free movement of labour being a core tenet of the single European economic market, the enlargement of this …
Academic journals and the politics of publication in adult, continuing and lifelong education
On 9 September 2016, the Triennial Conference of the European Society for Research on the Education of Adults (ESREA) hosted a symposium on ‘The politics of publishing in research journals within the field of adult education and learning’. For the occasion, the editors of five research-based journals in adult, continuing and lifelong education had been invited to reflect on and debate two issues: How do articles submitted to and published in thes…
Lifelong learning for quality education: Exploring the neglected aspect of sustainable development goal 4
The sustainable development goals (SDGs) adopted by the leaders of the United Nations member states at the 70th session of the UN General assembly in September 2015, set out an agenda for global transformation. These SDGs, known as global goals, build on the strategy set by the millennium development goals (MDGs) to end all forms of poverty and focus even further on inequalities and climate change. In contrast to the MDGs, SDGs have been designed…
Political populism and adult education
Although it is subject to considerable current media scrutiny, populism, the political movement which may best be characterised by an anti-establishment appeal to the masses, is actually nothing new, although the form it takes has varied over time and between national contexts. Previous examples include in the United States the People’s Party from the late nineteenth century, South American political movements around ‘charismatic’ leaders such as…
Adult education and learning: Endorsing its contribution to the 2030 Agenda
At the outset of the world economic crisis in 2009 the representatives of 144 UNESCO Member States met at the Sixth International Conference on Adult Education (CONFINTEA VI) held in Brazil, and adopted the Belém Framework for Action (BFA) to guide them ‘in harnessing the power and potential of adult learning and education for a viable future for all’ (art. 6). Moreover, they called upon UNESCO and its satellite structures to review and update th…
Vocational education and the field of lifelong education
A survey of the contents of this journal – in this edition and over time – reveals that an interest in vocational education commingles with strands of the lifelong educational discourse that could be regarded as inimical to it. Just as there are papers that describe and conceptualise adult learning in the service of personal aspirations, economic goals and employer interests there are those which contain criticism of those arrangements that threa…
An authentic and generous adult educator: Peter Jarvis, 1937-2018
Peter Jarvis, who died on 20 November 2018 aged 81, was not only founding co-editor of the International Journal of Lifelong Education, but a theorist of adult education and lifelong learning whose influence has been felt in every continent. Two years ago we were able to publish a special double issue on his work and contribution: although already ill, he was delighted to be presented with a copy, signed by all the contributors, at his 80th birth…
Economic theory, neoliberalism and the interests of educators
Critical commentary on education policy frequently resorts to the term ‘neoliberal’ to describe the influence of economic theory on the way we understand, measure and reform practices and institutions. This influence reaches a wide range of activities funded by governments such as health care, welfare, and public services in general. The appeal of economic theory to policymakers can be readily appreciated. As Edwards (2007) explains, governments …
University renewal: “The times they are a-changing”
For three months in the early part of this year, many British universities were in turmoil. Not the turmoil we now treat as normal—the ‘restructurings’ so often the first resort of institutional leaders. Or rather, not that only. In fact, it has been uproar rather than mere turmoil. For decades, university teachers have responded to successive assaults in cowed silence. Politicians and the press have preached the gospel of globalisation: markets …
Adult education, mental health and mental wellbeing
Engaging or continuing to engage with formal education in adulthood has long been seen as being beneficial to learners in a number of ways (Field, 2009; Schuller, Preston, Hammond, BassettGrundy, & Bynner, 2004). These include the obvious social ones – classes are good ways to meet others with similar interests – and economic benefits including enhanced knowledge, skills general employability are often cited as being important too – the encourage…
An inseparable aspect of citizenship”: Marking a centenary in “universal and lifelong” adult education
This year we mark a major adult education centenary: the publication, in November 1919, of the Final Report of the British Ministry of Reconstruction’s Adult Education Committee. This was a landmark in our field – probably the first major official report on adult education in any country to be based on serious empirical research. More important, perhaps, it set out a strong political case for a broad – lifelong and lifewide – adult education curr…
Conceptualising lifelong learning for sustainable development and education 2030
Lifelong learning has been identified as crucial to the achievement of sustainable development and quality education in the 2030 Agenda for Sustainable Development. By incorporating the need to promote lifelong learning opportunities for all in the sustainable development goal 4 (SDG4), which was agreed by the United Nations member states in 2015, policy makers have recognised that education should reach beyond the formal institutional arrangemen…
Data, artificial intelligence and policy-making: Hubris, hype and hope
A few years ago, the European Commission commissioned and published an influential report, reviewing what adult education policy-makers could learn from research – chiefly research funded by the Commission itself under successive Framework research programmes (now rebranded ‘Horizon’) (Federighi, 2013). The report covered a range of areas, including the aims of continuing vocational education and training and adult education, how adult education …
Enhancing the standing of vocational education and the occupations it serves: Australia
In Australia, the relatively low standing of vocational education and the occupations it serves is of growing concern. This standing is held to contribute to an increased number of young people preferring to engage in higher education and to look past vocational education as a potential post-school pathway. Consequently, there are skill shortages in some occupations, as young people who might be suited to them are now completing university degree…
Lifelong education, social inequality and the Covid-19 health pandemic
What can lifelong education researchers learn from the COVID-19 pandemic? There are, of course, ‘quick’ lessons: societies, for instance, clearly learn from experience. East Asian societies, and governments, learned from SARS and the devastating effect it had in cities such as Guangzhou, Hong Kong, and Beijing in 2003 (Abraham, 2004). Of course there was the general lesson that a new coronavirus should not be taken lightly: no doubt there was als…
Educational research in authoritarian times
Across the world, political winds are filling authoritarian sails. From China to Hungary, Brazil to Poland, Turkey to Egypt, Russia to the USA, ‘strong leaders’ hold the helm. Democratic institutions creak or crack. Elections are ‘managed’, postponed, abolished; voters are suborned by ‘fake news’; opposition is harassed, banned, branded treasonous or terroristic. Checks and balances on executive power are ignored or derided; leaders’ terms of off…
Adult education, vocational education and economic policy: Theory illuminates understanding
Adult education and vocational education have a long and complex relationship. At many levels, they remain distinct ideas and each is the focus of a dedicated body of research and theory. At the same time, overlaps have always been acknowledged. This relationship and how it plays out in economic policy settings is the focus of this editorial. The Australian case is taken up as illuminating especially when viewed through the lens of Bourdieu’s ana…
Learning cities and implications for adult education research
Writing this editorial whilst many people are experiencing a second wave of the global COVID-19 pandemic, it is interesting to reflect on learning and the role of education providers. Arguably, in some countries such as the UK, the media has constructed a bad-news story about online learning in these times. Rather than discuss areas of community and adult education provision that have been neglected or the potential of formal, informal and non-fo…
A year of Covid-19 pandemic: Exposing the fragility of education and digital in/equalities
March 2021 marked one year since the World Health Organization declared the COVID-19 pandemic. Previous editorials reflected on social inequality, a longstanding problem in lifelong education, in light of the pandemic (Waller et al., 2020), and on the role of learning cities and regions to make education systems resilient to the pandemic (Webb et al., 2020). Writing when a third wave of COVID-19 is being experienced in several countries, it is wo…
Reassessing the social benefits of lifelong learning in light of the Covid pandemic
This editorial focuses on what is widely regarded as a beneficial aspect of adult education, that is, increased opportunities for socialising, and how they may have been reduced by the general move to online learning in response to the COVID pandemic. Whilst some scholars have previously highlighted the potential negative social aspects of adults engaging with lifelong learning on relationships with those closest to them (e.g. Waller et al., 2011…
Sociology (47 works) · Pedagogy (40 works) · Global Educational Policies and Reforms (31 works) · Political science (31 works) · Adult education (30 works) · Lifelong learning (30 works) · Psychology (25 works) · Youth Education and Societal Dynamics (15 works) · Law (14 works) · Law (13 works)