Shirley Walters
Biographic Data
| ID | 6299456 |
|---|---|
| NAME | Shirley Walters |
| GIVEN NAMES | Shirley |
| FAMILY NAME | Walters |
| SIGNATURE | WALTERS S |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Taking risks: Exploring ecofeminist, climate-just popular education
The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We ‘join the dots’ using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldvi…
Making a Case for Ecofeminist Popular Education in Times of Covid-19
Ecofeminism offers a framework that brings together patriarchy, capitalism, and the degradation of the environment, and helps to make sense of and address a world in desperate need of radical transformation. The Covid-19 pandemic has magnified existing fault lines of inequality, poverty, gender-based violence, and turbulence in the biosphere. This paper uses an ecofeminist lens to critically investigate the case of a woman’s health course that em…
Gender, experience and knowledge in adult learning: Alisoun’s daughters
In pursuit of social justice and deepening scholarship of adult learning, Elana Michelson invites us to revisit basic understandings of the ‘experiential learner’. As she asks on the back cover: ho
Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility
Creating a ‘world class’ programme: Reciprocity and constraint in networked global collaboration
The article reflects on the construction of a common Master’s programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor‐network theory to draw attention to the conjunc…
The Cape Town statement on characteristic elements of a lifelong learning higher education institution
This statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning. It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO W…
Lifelong learning, higher education and active citizenship: From rhetoric to action
This introductory paper provides the background to the Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution that appears in this Journal. It describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000. At a conference held in Cape Town in October 2000, the delegates concluded tha…
Twenty years of adult education in Southern Africa
The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for su…
Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential
Making a Case for Ecofeminist Popular Education in Times of Covid-19
Ecofeminism offers a framework that brings together patriarchy, capitalism, and the degradation of the environment, and helps to make sense of and address a world in desperate need of radical transformation. The Covid-19 pandemic has magnified existing fault lines of inequality, poverty, gender-based violence, and turbulence in the biosphere. This paper uses an ecofeminist lens to critically investigate the case of a woman’s health course that em…
Lifelong learning, higher education and active citizenship: From rhetoric to action
This introductory paper provides the background to the Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution that appears in this Journal. It describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000. At a conference held in Cape Town in October 2000, the delegates concluded tha…
Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential
Twenty years of adult education in Southern Africa
The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for su…
Creating a ‘world class’ programme: Reciprocity and constraint in networked global collaboration
The article reflects on the construction of a common Master’s programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor‐network theory to draw attention to the conjunc…
The Cape Town statement on characteristic elements of a lifelong learning higher education institution
This statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning. It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO W…
Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential
The Cape Town statement on characteristic elements of a lifelong learning higher education institution
This statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning. It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO W…
Lifelong learning, higher education and active citizenship: From rhetoric to action
This introductory paper provides the background to the Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution that appears in this Journal. It describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000. At a conference held in Cape Town in October 2000, the delegates concluded tha…
Twenty years of adult education in Southern Africa
The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for su…
Creating a ‘world class’ programme: Reciprocity and constraint in networked global collaboration
The article reflects on the construction of a common Master’s programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor‐network theory to draw attention to the conjunc…
Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility
Gender, experience and knowledge in adult learning: Alisoun’s daughters
In pursuit of social justice and deepening scholarship of adult learning, Elana Michelson invites us to revisit basic understandings of the ‘experiential learner’. As she asks on the back cover: ho
Making a Case for Ecofeminist Popular Education in Times of Covid-19
Ecofeminism offers a framework that brings together patriarchy, capitalism, and the degradation of the environment, and helps to make sense of and address a world in desperate need of radical transformation. The Covid-19 pandemic has magnified existing fault lines of inequality, poverty, gender-based violence, and turbulence in the biosphere. This paper uses an ecofeminist lens to critically investigate the case of a woman’s health course that em…
Taking risks: Exploring ecofeminist, climate-just popular education
The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We ‘join the dots’ using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldvi…
Political science (9 works) · Sociology (9 works) · Pedagogy (7 works) · Law (5 works) · Social science (5 works) · Adult education (4 works) · Education Systems and Policy (4 works) · Law (4 works) · Lifelong learning (4 works) · Adult and Continuing Education Topics (3 works)