Lifelong learning and the homeplace.
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Date
Authors
Gouthro, Patricia Anne.
Journal Title
Journal ISSN
Volume Title
Publisher
Dalhousie University
Abstract
Description
The dominant discourse in lifelong learning currently centres on connections to the marketplace. In this dissertation I explore the implications of this narrow construct of lifelong learning and question how gendered differences in experience are often overlooked in current educational discourses. I argue that the homeplace is an important site of living and learning that has often been overlooked or subsumed into other categories, such as community, and that connections between the homeplace and formal educational experiences need to be examined and explored.
I draw upon critical and feminist theories to suggest how alternative discourses may inform a broader adult education practice. My analysis draws upon Jurgen Habermas's theory of communicative action and maternal discourses to inform a critical feminist pedagogical approach in lifelong learning. I argue that educational practice may be enhanced by developing a life-affirming approach to adult education that recognizes gendered differences in experience, and supports values that challenge the dominant marketplace discourse in lifelong learning.
Thesis (Ph.D.)--Dalhousie University (Canada), 1998.
I draw upon critical and feminist theories to suggest how alternative discourses may inform a broader adult education practice. My analysis draws upon Jurgen Habermas's theory of communicative action and maternal discourses to inform a critical feminist pedagogical approach in lifelong learning. I argue that educational practice may be enhanced by developing a life-affirming approach to adult education that recognizes gendered differences in experience, and supports values that challenge the dominant marketplace discourse in lifelong learning.
Thesis (Ph.D.)--Dalhousie University (Canada), 1998.
Keywords
Education, Adult and Continuing., Sociology, Individual and Family Studies.