Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/84416
Title: Leona M. English and Peter Mayo (2021) : Lifelong learning, global social justice, and sustainability [book review]
Authors: Gravina, Joseph
Keywords: Books -- Reviews
Continuing education
Social justice
Sustainability
Issue Date: 2021-12
Publisher: University of Malta. Faculty of Education
Citation: Gravina, J. (2021). Leona M. English and Peter Mayo (2021) : Lifelong learning, global social justice, and sustainability. Malta Review of Educational Research, 15(2), 333-341.
Abstract: The Shakespearian image of the ‘innocent flower’ that hides the ‘serpent under it’, is adopted by English and Mayo to illustrate Machiavellian intentions in the rise of Lifelong Learning (LLL) and decline of Lifelong Education (LLE). The two terms boast different meanings, specifically, LLL promotes a more economically instrumental understanding of learning against the broadly political and educational meanings associated with LLL. The two have been promoted by separate institutions flexing their ideological muscles to impose their goals on the dominant discourse of lifelong learning. In this way, their proponents attempted to affect practices in and budgets dedicated to the field. The earlier version, LLE, was a bandwagon for Third World post-colonial promotion of newly-gained political independence, but also for revolutionary, state-run programmes with social and economic goals. This was Unesco’s baby, with LLE comprising a broad educational space inhabited by, amongst others, indigenous, nonformal, continuing, and comparative education. The intellectual support for such an approach was intense, and this is detailed in the book. [excerpt]
Description: Full bibliographic record: Leona M. English and Peter Mayo (2021). Lifelong Learning, Global Social Justice, and Sustainability. Cham, Switzerland: Springer Nature. ISBN: 978-3-030-65777-2
URI: https://www.um.edu.mt/library/oar/handle/123456789/84416
Appears in Collections:MRER, Volume 15, Issue 2

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