000			03924nam a22004455i 4500
001			978-1-4020-6654-2
003			DE-He213
005			20251006084536.0
007			cr nn 008mamaa
008			100301s2008 ne | s |||| 0|eng d
020			_a9781402066542
020			_a99781402066542
024	7		_a10.1007/978-1-4020-6654-2 _2doi
082	0	4	_a371.3 _223
100	1		_aChurch, Kathryn. _eeditor.
245	1	0	_aLearning through Community _h[electronic resource] : _bExploring Participatory Practices / _cedited by Kathryn Church, Nina Bascia, Eric Shragge.
264		1	_aDordrecht : _bSpringer Netherlands, _c2008.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aOut of Bounds: Situating Ourselves -- The Turbulence of Academic Collaboration -- Participation and Learning in Turbulent Times: Negotiations Between the Community and the Personal -- From the "Margins": Case Studies -- Women, Violence and Informal Learning -- Stigma to Sage: Learning and Teaching Safer Sex Practices Among Canadian Sex Trade Workers -- Informal Civic Learning Through Engagement in Local Democracy: The Case of the Seniors' Task Force of Healthy City Toronto -- While No One is Watching: Learning in Social Action Among People who are Excluded from the Labour Market -- Knowledge Collisions: Perspectives from Community Economic Development Practitioners Working with Women -- Teacher's Informal Learning, Identity and Contemporary Education Reform -- Learning Through Struggle: How the Alberta Teachers' Association Maintains an Even Keel -- Formalizing the Informal: From Informal to Organizational Learning in the Post-Industrial Workplace.
520			_aThis book is a collection of case studies that explore the learning that people do through community engagement. Developed within a network of Canadian researchers and their community partners, it explores learning that is organized by the learners themselves, collectively, rather than as individuals. Reflecting the contributors' political priorities, the volume begins with groups that are highly marginalized in our society: immigrant women, sex trade workers, senior citizens, garment workers, women doing community economic development, and people who identify with disability and anti-poverty movements. It then shifts to consider groups whose members have been accustomed to seeing themselves as 'centered:' or mainstream: teachers, for example, and employees of the new 'learning organizations.' Regardless of their location, the people involved are learning to labour and to survive the turbulence of rapid socio-economic change in the global economy. These case studies trace the enduring effects of gender, class, language, race, and governmentality on their efforts. Significantly, they also probe the possibilities for oppositional action. "It makes a timely and significant contribution to adult learning theory and practice. It does so at a time when adult learning is very much on the agenda of academics, policy makers and organizational leaders in both formal in informal sectors around the globe." Nancy Jackson, OISE/UToronto, Canada
650		0	_aEDUCATION.
650	1	4	_aEDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aSOCIOLOGY OF EDUCATION.
650	2	4	_aTEACHING AND TEACHER EDUCATION.
650	2	4	_aPROFESSIONAL & VOCATIONAL EDUCATION.
700	1		_aBascia, Nina. _eeditor.
700	1		_aShragge, Eric. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402066535
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-6654-2 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c61802 _d61802