You are invited to joins us as we #ChooseToChallenge gendered inequalities in higher education and lifelong learning transitions.
Over the past six months, qualitative researchers have had little choice but to try to change and adapt our usual methods; switching new and existing research projects to often completely different ways of working. This is particularly relevant when we consider how best to conduct and manage qualitative research on poverty during the time of COVID-19.
The Sustainable Futures in Africa Network, which is co-directed by CR&DALL Core member from the School of Education at the University of Glasgow, Mia Perry, has published recently their Critical Resource for Ethical International Partnerships, which we hope will be of interest to subscribers.
The Coronavirus, Capitalism and Inequality webinar series continues with a webinar about women from the global south on the frontline of the coronavirus crisis. We hope you can join us on Thursday 23 April at 1pm to hear and put your questions to our speakers from the Philippines and South Africa.
The theme of the forthcoming issue of Studia paedagogica is Non-Traditional Students in Tertiary Education. The number of students not reflecting the ‘standard’ profile of students in tertiary education has been steadily increasing in many countries. Often referred to as ‘non-traditional’ students, for purposes of international comparison, Schuetze and Slowey (2002) identify three distinguishing criteria: educational biography, mode of study and entry routes.
Neoliberalism has been widely criticised because of its role in prioritising ‘free markets’ as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals.
CR&DALL was delighted to host a seminar in honour of Emerita Professor Lalage Bown on 23 May 2018 in the School of Education at the University of Glasgow to mark her continuing commitment to adult education and international development in her 10th decade.
There is much talk internationally about providing socially just education within subaltern communities. Yet, often the practices within educational institutions perpetuate the coloniality of power and structures of inequality that fail to support decolonizing pedagogical practices.
Community-based adult education is an important component working towards a system of lifelong learning. Institutions of education, training and learning change in many respects in the age of globalization and digitalization. But in as much as we believe in the importance of kindergarten, schools, vocational and higher education and struggle to support them as institutions, adult education also needs an institutional back-up.
The College of Social Sciences at the University of Glasgow invites expressions of interest from external candidates wishing to apply for UKRI Future Leaders Fellowships.
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University of Glasgow
Centre for Research and Development in Adult and Lifelong Learning (CR&DALL)
University of Glasgow, St. Andrew's Building, 11 Eldon Street, Glasgow G3 6NH, Scotland
tel: +44 (0) 141 330 1835