About this series
Competing visions and paradigms for lifelong learning co-exist at national as well as international levels. The fact that one ‘official’ discourse may be dominant at any one time does not mean that other ways of thinking about learning throughout the life course have disappeared. They are alive and well in a range of critical traditions and perspectives that retain their power to engage and persuade.
In this series, contributors critically analyse issues in lifelong learning that have important implications for policy and practice in different parts of the world. Evidence, ideas and the polity can mobilise political thinking in new directions, as policy makers search for the new ‘big idea’. In turbulent times, ideas for better connecting system worlds and life worlds in the pursuit of broader and more just forms of meritrocracy can focus compellingly on learning as a lifelong process which links, rather than separates, the older and younger generations and incorporates the realities of working lives.
The series aims to engage scholars, practitioners, policy-makers and professionals with contemporary research and practice, and to provoke fresh thinking and innovation in lifelong learning. Each volume is firmly based on high quality scholarship and a keen awareness of both emergent and enduring issues in practice and policy. We welcome work from a range of disciplines and, in particular, inter- and multi-disciplinary research which approaches contemporary and emerging global and local challenges in innovative ways. Through advocacy of broad, diverse and inclusive approaches to learning throughout the life course, the series aspires to be a leading resource for researchers and practitioners who seek to rethink lifelong learning to meet the challenges and opportunities of the 21st Century.
Please submit your proposal for this Series to the Series Editors: email@example.com and firstname.lastname@example.org or the publishing editor: email@example.com.
Young Adults and Active Citizenship: Towards Social Inclusion through Adult Education- Natasha Kersh, Pirkko Pitkänen; Hanna Toiviainen ; George K. ZARIFIS (eds.) (due 2020)- Open Access publication
Post-Traumatic Growth to Psychological Well-Being: Coping Wisely with Adversity- Michel Ferrari & Melanie Munroe (due 2020)
Current practices in workplace and organizational learning: Revisiting the classics and advancing knowledge – Bente Elkjaer, Niels Christian Mossfeldt Nickelsen and Maja Marie Lotz (eds.) (due 2021)
Flipping the lens from teaching to learning: Pedagogies for future-oriented learners - Helen Bound, Jen Tan, Rebekah Lim (eds.) (due 2021)
Adult English Language Teaching - Valentina Kovonova, Natasha Kersh and Tatiana Dobrydina (eds.) (due 2021) *Open Access book
Karen Evans, UCL Institute of Education, London, UK
Andrew Brown, UCL Institute of Education, London, UK
Chiara Biasin, University of Padova, Italy
Richard Desjardins, University of California, USA
Kitty te Riele, University of Tasmania, Australia
Yukiko Sawano, University of the Sacred Heart, Japan
Maria Slowey, Dublin City University, Ireland
Maurice Taylor, University of Ottawa, Canada
Ann-Charlotte Teglborg, ESCP Europe Business School, Paris, France
Rebecca Ye, Stockholm University, Sweden
Dayong Yuan, Beijing Academy of Educational Sciences (BAES), China