Sue Webb
Biographic Data
| ID | 6154703 |
|---|---|
| NAME | Sue Webb |
| GIVEN NAMES | Sue |
| FAMILY NAME | Webb |
| SIGNATURE | WEBB S |
| AFFILIATIONS | Monash University |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Forty years of the International Journal of Lifelong Education
Theorising adults, theorising learning
The irony of all theorising is its propensity to generate, not an understanding, but a not-yet-understood. (Oakshot, in Muller, 2015, p. 1) \n \nAdult learning theory is one of the central domains of lifelong education research. Anyone coming to the study of adults as they adapt to and change in life, work and education will encounter theories such as ‘behaviourism’, ‘cognitive psychology’, and ‘humanist psychology’, often expanded to include adu…
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…
Lifelong education international
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 …
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…
An inseparable aspect of citizenship”
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…
The Palgrave International Handbook on Adult and Lifelong Education and Learning
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
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 …
Learning to manage the self and the hidden injuries of migration
Global migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries. One of the new challenges for lifelong learning is that migrants are expected to be responsible for ensuring that they have the capabilities and learning to adapt to new contexts but qualifications and experiences obtained in one national system are often not recognised in different national systems. This article draws on an empirical stu…
Lifelong learning for quality education
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…
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…
Niace
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…
Journal listing and rating
Do we know enough about learning? Can we learn without knowing it
Many years ago Polanyi (1967) claimed that ‘I know more than I can tell’. Of course he was right, but the question remains: How do we learn those things that we cannot tell? Even, does the fact tha
Global policy agencies and visions for twenty-first century lifelong education
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has recently published a vision for education for the twenty-first century Rethinking Education: Towards a Global Commo
Neo-liberalism and the shifting discourse of ‘educational fairness’
Lifelong education and transnational migration
Lifelong learning has failed to integrate cultural difference and diversity into educational environments. Rather than facilitating immigrant adaptation, lifelong learning has been a vehicle for as
Widening participation, social mobility and the role of universities in a globalized world
A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds in countries the world over, and a well-educated working pop
Challenging lifelong learning policy discourse
Can adult educational research on learning and identity counter the individualising of neoliberal government policy that seeks to constrain educational ‘choices’ to those that contribute to government economic agendas? This article notes the recent move within post-compulsory education research towards an engagement with Bourdieu because of perceived limitations in the research and analysis of learner identities. In particular, Bourdieu is drawn …
Can ICT reduce social exclusion? The case of an adults' English language learning programme
Strong claims are made for ICT‐based lifelong learning as an effective way of reducing the exclusion of various groups in society, yet, there is very little research to support these claims. Empirical research is needed, including qualitative studies of the experiences of socially excluded learners using ICT. This article reports the findings of such a study in relation to learners from one socially excluded group, adults from ethnic minority bac…
Challenging democracy
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…
Widening participation, social mobility and the role of universities in a globalized world
A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds in countries the world over, and a well-educated working pop
Global policy agencies and visions for twenty-first century lifelong education
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has recently published a vision for education for the twenty-first century Rethinking Education: Towards a Global Commo
Lifelong education international
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 …
Lifelong learning for quality education
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…
An inseparable aspect of citizenship”
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 …
Neo-liberalism and the shifting discourse of ‘educational fairness’
Can ICT reduce social exclusion? The case of an adults' English language learning programme
Strong claims are made for ICT‐based lifelong learning as an effective way of reducing the exclusion of various groups in society, yet, there is very little research to support these claims. Empirical research is needed, including qualitative studies of the experiences of socially excluded learners using ICT. This article reports the findings of such a study in relation to learners from one socially excluded group, adults from ethnic minority bac…
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…
Learning to manage the self and the hidden injuries of migration
Global migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries. One of the new challenges for lifelong learning is that migrants are expected to be responsible for ensuring that they have the capabilities and learning to adapt to new contexts but qualifications and experiences obtained in one national system are often not recognised in different national systems. This article draws on an empirical stu…
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…
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 …
Forty years of the International Journal of Lifelong Education
Theorising adults, theorising learning
The irony of all theorising is its propensity to generate, not an understanding, but a not-yet-understood. (Oakshot, in Muller, 2015, p. 1) \n \nAdult learning theory is one of the central domains of lifelong education research. Anyone coming to the study of adults as they adapt to and change in life, work and education will encounter theories such as ‘behaviourism’, ‘cognitive psychology’, and ‘humanist psychology’, often expanded to include adu…
University renewal
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 …
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…
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 education and transnational migration
Lifelong learning has failed to integrate cultural difference and diversity into educational environments. Rather than facilitating immigrant adaptation, lifelong learning has been a vehicle for as
Challenging lifelong learning policy discourse
Can adult educational research on learning and identity counter the individualising of neoliberal government policy that seeks to constrain educational ‘choices’ to those that contribute to government economic agendas? This article notes the recent move within post-compulsory education research towards an engagement with Bourdieu because of perceived limitations in the research and analysis of learner identities. In particular, Bourdieu is drawn …
Challenging democracy
Can ICT reduce social exclusion? The case of an adults' English language learning programme
Strong claims are made for ICT‐based lifelong learning as an effective way of reducing the exclusion of various groups in society, yet, there is very little research to support these claims. Empirical research is needed, including qualitative studies of the experiences of socially excluded learners using ICT. This article reports the findings of such a study in relation to learners from one socially excluded group, adults from ethnic minority bac…
Challenging lifelong learning policy discourse
Can adult educational research on learning and identity counter the individualising of neoliberal government policy that seeks to constrain educational ‘choices’ to those that contribute to government economic agendas? This article notes the recent move within post-compulsory education research towards an engagement with Bourdieu because of perceived limitations in the research and analysis of learner identities. In particular, Bourdieu is drawn …
Lifelong education and transnational migration
Lifelong learning has failed to integrate cultural difference and diversity into educational environments. Rather than facilitating immigrant adaptation, lifelong learning has been a vehicle for as
Widening participation, social mobility and the role of universities in a globalized world
A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds in countries the world over, and a well-educated working pop
Journal listing and rating
Do we know enough about learning? Can we learn without knowing it
Many years ago Polanyi (1967) claimed that ‘I know more than I can tell’. Of course he was right, but the question remains: How do we learn those things that we cannot tell? Even, does the fact tha
Global policy agencies and visions for twenty-first century lifelong education
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has recently published a vision for education for the twenty-first century Rethinking Education: Towards a Global Commo
Neo-liberalism and the shifting discourse of ‘educational fairness’
Niace
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…
Learning to manage the self and the hidden injuries of migration
Global migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries. One of the new challenges for lifelong learning is that migrants are expected to be responsible for ensuring that they have the capabilities and learning to adapt to new contexts but qualifications and experiences obtained in one national system are often not recognised in different national systems. This article draws on an empirical stu…
Lifelong learning for quality education
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…
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…
The Palgrave International Handbook on Adult and Lifelong Education and Learning
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
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 …
An inseparable aspect of citizenship”
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…
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…
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…
Lifelong education international
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 …
Forty years of the International Journal of Lifelong Education
Theorising adults, theorising learning
The irony of all theorising is its propensity to generate, not an understanding, but a not-yet-understood. (Oakshot, in Muller, 2015, p. 1) \n \nAdult learning theory is one of the central domains of lifelong education research. Anyone coming to the study of adults as they adapt to and change in life, work and education will encounter theories such as ‘behaviourism’, ‘cognitive psychology’, and ‘humanist psychology’, often expanded to include adu…
Sociology (24 works) · Political science (20 works) · Pedagogy (19 works) · Global Educational Policies and Reforms (14 works) · Lifelong learning (14 works) · Adult education (12 works) · Psychology (11 works) · Epistemology (8 works) · Adult and Continuing Education Topics (7 works) · Economic growth (6 works)