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ERIC Number: EJ1120459
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-1370
EISSN: N/A
Education and Sustainability: Reinvigorating Adult Education's Role in Transformation, Justice and Development
Casey, Catherine; Asamoah, Lily
International Journal of Lifelong Education, v35 n6 p590-606 2016
Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators' practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention to issues of planetary environmental sustainability and to global societal transformation and interconnectedness raises further questions and prospects. Two United Nations' publications in 2015: UNESCO's "Rethinking Education: toward a global common good?" and of the United Nations' "Transforming our world: the 2030 Agenda for Sustainable Development" pose intersecting concerns for lifelong learning and environmental sustainability. This article engages with those questions in particular regard to the role of adult learning and education. It discusses a field study of non-formal adult education in Ghana. The field study contributes evidence that resiliently humanistic conceptions and practices of non-formal adult education practically succeed to foster transformation, development and human flourishing. That effective humanism gives credence to the ambitiousness of UNESCO and UN agenda for transformation and sustainability and informs international debates.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A