Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/38893
Title: Education and sustainability: reinvigorating adult education’s role in transformation, justice and development
Authors: Casey, Catherine
Asamoah, L.
First Published: 4-Aug-2016
Publisher: Taylor & Francis (Routledge)
Citation: International Journal of Lifelong Education, 2016, 35 (6), pp. 590-606
Abstract: 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.
DOI Link: 10.1080/02601370.2016.1217281
ISSN: 0260-1370
eISSN: 1464-519X
Links: http://www.tandfonline.com/doi/full/10.1080/02601370.2016.1217281
http://hdl.handle.net/2381/38893
Embargo on file until: 4-Feb-2018
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Creative Commons “Attribution Non-Commercial No Derivatives” licence CC BY-NC-ND, further details of which can be found via the following link: http://creativecommons.org/licenses/by-nc-nd/4.0/ Archived with reference to SHERPA/RoMEO and publisher website.
Appears in Collections:Published Articles, School of Management

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