Pedagogies for Future-Oriented Adult Learners
Flipping the Lens from Teaching to Learning
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Beschreibung
This book presents a collection of chapters—both empirical and conceptual—that challenge existing paradigms of learning and teaching, provides examples of pedagogical spaces and practices that nurture future-oriented learners, explicates identities and transitions in learning, and offers alternative frames for moving forward.
Educational structures have proven remarkably resilient. More often than not, pedagogical designs still privilege the lecture-tutorial format, front-end loading and the positioning of the ‘teacher’ as expert. In a similar vein, pedagogical spaces tend to privilege the formal educational institution and its discourses, rather than productively engage with naturally-occurring learning spaces at work and in communities.
To better prepare and support learners for dynamically changing futures, we need to truly flip the lens from teaching to learning, positioning at the core, the learner in contexts where learning and becoming occurs. This means consideringwhat counts as a future-oriented learner and educator, recognising the importance of evolving identities, transitions and pathways that facilitates the processes of being and becoming. Equally important is the design and appropriation of pedagogical spaces and practices that are in themselves dynamic and future-oriented. This book questions the current delineation between the spaces of work, learning and communities.
This book presents a collection of chapters—both empirical and conceptual—that challenge existing paradigms of learning and teaching, provides examples of pedagogical spaces and practices that nurture future-oriented learners, explicates identities and transitions in learning, and offers alternative frames for moving forward.
Educational structures have proven remarkably resilient. More often than not, pedagogical designs still privilege the lecture-tutorial format, front-end loading and the positioning of the ‘teacher’ as expert. In a similar vein, pedagogical spaces tend to privilege the formal educational institution and its discourses, rather than productively engage with naturally-occurring learning spaces at work and in communities.
To better prepare and support learners for dynamically changing futures, we need to truly flip the lens from teaching to learning, positioning at the core, the learner in contexts where learning and becoming occurs. This means considering what counts as a future-oriented learner and educator, recognising the importance of evolving identities, transitions and pathways that facilitates the processes of being and becoming. Equally important is the design and appropriation of pedagogical spaces and practices that are in themselves dynamic and future-oriented. This book questions the current delineation between the spaces of work, learning and communities.
Brings together in one publication, a discussion about pedagogy and identities both in learning and in the wider context Considers the changing nature of work, government and institutional policy discourses as well Challenges bureaucratic educational or governmental structures that inhibit the expansive production of learning
Autor*in
Helen Bound
Themen in »Pedagogies for Future-Oriented Adult Learners«
Adult learners pedagogy Future-ready teaching capabilities Dynamic learning contexts Work-place learning Tech-enabled learning Educational institutions Identity and transitions in learning
Stimmen zu »Pedagogies for Future-Oriented Adult Learners«
“This book represents a significant contribution to the literature on pedagogies of future-oriented adult learning and challenges the status quo in adult education. This book is a must-read for scholars, researchers, learners and educators seeking to understand innovative adult learning perspectives and experiences, enabling them to draw on this knowledge as they actively participate in the transformation process, while it also helps to understand the challenges in future-oriented adult education.” (Muhammad Imran and Norah Almusharraf, International Review of Education, Vol. 69 (6), 2023)
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