Sarah Galloway
Biographic Data
| ID | 6154770 |
|---|---|
| NAME | Sarah Galloway |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Galloway |
| SIGNATURE | GALLOWAY S |
| AFFILIATIONS | University of Stirling |
| ORCID | 0000-0002-2945-7894 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Researching inequality and lifelong education from 1982 to 2020
This article explores the International Journal of Lifelong Education archives in the period 1982–2020. We analyse how the Journal engages with the issue of inequality. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political or economic contexts in which they were written. Most articles identified for review focused on specific disa…
Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups
The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begi…
Co-producing a recognition of prior learning (RPL) toolkit for adult educators
Adult education is a very diverse arena of practice internationally, operating across the public, private and non-profit sectors, with educators and learners coming from all walks of life. In many countries there is no formal route to becoming a qualified adult educator as there is in relation to school teaching, or the qualification of Higher or Further education professionals. Many experienced, knowledgeable and competent adult educators have n…
Flowers of argument and engagement? Reconsidering critical perspectives on adult education and literate practices
This paper takes up an existing discussion around critical perspectives on adult education, in particular how empowerment and emancipation have been understood. Previously in this journal, concern has been raised with traditional understandings of critical adult education. The problem is that these tend to assume that learners require assistance from experts, be they teachers or researchers, in order to gain understanding of how they are oppresse…
What's missing when empowerment is a purpose for adult literacies education? Bourdieu, Gee and the problem of accounting for power
This writing critiques the idea that literacies education can and should empower adult learners. The ideas of Pierre Bourdieu and James Paul Gee are analysed with reference to how power and empowerment are understood and what this means for the concrete practice of adult literacies education by educators and students. My concern is that their understandings of an ‘empowering’ education represent limited and limiting ways of discussing and practis…
Referees Volume 29
What's missing when empowerment is a purpose for adult literacies education? Bourdieu, Gee and the problem of accounting for power
This writing critiques the idea that literacies education can and should empower adult learners. The ideas of Pierre Bourdieu and James Paul Gee are analysed with reference to how power and empowerment are understood and what this means for the concrete practice of adult literacies education by educators and students. My concern is that their understandings of an ‘empowering’ education represent limited and limiting ways of discussing and practis…
Flowers of argument and engagement? Reconsidering critical perspectives on adult education and literate practices
This paper takes up an existing discussion around critical perspectives on adult education, in particular how empowerment and emancipation have been understood. Previously in this journal, concern has been raised with traditional understandings of critical adult education. The problem is that these tend to assume that learners require assistance from experts, be they teachers or researchers, in order to gain understanding of how they are oppresse…
Referees Volume 29
What's missing when empowerment is a purpose for adult literacies education? Bourdieu, Gee and the problem of accounting for power
This writing critiques the idea that literacies education can and should empower adult learners. The ideas of Pierre Bourdieu and James Paul Gee are analysed with reference to how power and empowerment are understood and what this means for the concrete practice of adult literacies education by educators and students. My concern is that their understandings of an ‘empowering’ education represent limited and limiting ways of discussing and practis…
Co-producing a recognition of prior learning (RPL) toolkit for adult educators
Adult education is a very diverse arena of practice internationally, operating across the public, private and non-profit sectors, with educators and learners coming from all walks of life. In many countries there is no formal route to becoming a qualified adult educator as there is in relation to school teaching, or the qualification of Higher or Further education professionals. Many experienced, knowledgeable and competent adult educators have n…
Flowers of argument and engagement? Reconsidering critical perspectives on adult education and literate practices
This paper takes up an existing discussion around critical perspectives on adult education, in particular how empowerment and emancipation have been understood. Previously in this journal, concern has been raised with traditional understandings of critical adult education. The problem is that these tend to assume that learners require assistance from experts, be they teachers or researchers, in order to gain understanding of how they are oppresse…
Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups
The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begi…
Researching inequality and lifelong education from 1982 to 2020
This article explores the International Journal of Lifelong Education archives in the period 1982–2020. We analyse how the Journal engages with the issue of inequality. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political or economic contexts in which they were written. Most articles identified for review focused on specific disa…
Sociology (6 works) · Pedagogy (5 works) · Political science (5 works) · Adult education (4 works) · Law (4 works) · Epistemology (3 works) · Global Educational Policies and Reforms (3 works) · Law (3 works) · Psychology (3 works) · Critical theory (2 works)