In this era of economic uncertainty, there has been renewed interest in the benefits of adult and higher education for economic and professional gain. Dr. André P. Grace questions this perspective and advocates for a holistic view that also incorporates the social, cultural, and personal benefits of learning as a lifelong pursuit.
A detailed and thoughtful critique of the effects of neoliberalism and globalization on adult and higher education, this book examines the quality of lifelong learning in historical and contemporary contexts, with an emphasis on multivariate learner populations and education as a platform for social engagement, ethics, and justice. Weaving together academic analysis and first-person reflections, the author addresses the diverse needs of learners from Canada and around the world in a variety of social and economic situations.
An essential text for anyone interested in the development of lifelong-learning policy and practice, Lifelong Learning as Critical Action is a call to action that challenges readers to engage with lifelong learning as a critical, democratic, and inclusive process.
“Lifelong Learning as Critical Action not only recognizes that lifelong learning is essential to any viable theory of education, but also that such learning is crucial for individuals and groups to nourish both a sense of critical agency and to deepen and expand the meaning of an inclusive democracy. This book should be read by everyone concerned with a world in which the promise of a real democracy provides the lingua franca for what it means to live with others as a matter of shared responsibility, love, and compassion.” —Henry A. Giroux, Global Television Network Chair, English and Cultural Studies, McMaster University.
“This is an astonishing book, dazzling in the way it interweaves politics, culture, history, and economics to challenge the dominant neoliberal interpretation of lifelong learning as lifelong schooling for global capitalism.” —Stephen Brookfield, Distinguished University Professor, Education, University of St. Thomas.
“There are many studies taking up the notion of lifelong learning, but nothing like the impressive and sharp analyses that the author has provided. This is an inspiring and erudite study, passionately written to delve into the nuances and complexities of racial, sexual, gender, and class injustices; this is a unique addition to the proliferating literature on lifelong learning.” —Shahrzad Mojab, Professor, Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto.