Learning allowed : children, communities and lifelong learning in a changing world

Nationally and internationally, we are being driven to reflect on how to respond to a changing world. Globally, the UN has presented its Sustainable Development Goals that include a commitment to the importance of learning (Goal 4). Considering what this means for the way we think about learning and...

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Bibliographic Details
Main Authors: Frankel, Sam, (Author), Whalley, Caroline E., (Author)
Format: eBook
Language: English
Published: Bingley, U.K. : Emerald Publishing Limited, 2023.
Series: Emerald studies in child centred practice
Subjects:
Education > Philosophy.
Education, Philosophy, Theory & Social Aspects.
Philosophy & theory of education.
elektronické knihy
electronic books
ISBN: 9781801174022
Physical Description: 1 online resource (200 pages).

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Table of contents

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001 em-9781801174022
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008 231128t20232024enk ob 001 0 eng d
020 |a 9781801174022  |q (e-book) 
040 |a UtOrBLW  |b eng  |e rda  |c UtOrBLW 
080 |a 37.01 
100 1 |a Frankel, Sam,  |e author. 
245 1 0 |a Learning allowed :  |b children, communities and lifelong learning in a changing world /  |c Sam Frankel (King's University College at Western University, Canada), Caroline E. Whalley (The Elliot Foundation Academy Trust, UK). 
264 1 |a Bingley, U.K. :  |b Emerald Publishing Limited,  |c 2023. 
264 4 |c ©2024 
300 |a 1 online resource (200 pages). 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 0 |a Emerald studies in child centred practice 
500 |a Includes index. 
504 |a Includes bibliographical references. 
505 0 |a Foreword / Hugh Greenway -- Chapter 1. We need to talk about ... allowing learning!-- Chapter 2. An approach - to allowing learning the connected learner in theory-- chapter 3. who is a learner?-- chapter 4. what is learning for?-- chapter 5. How we can allow learning: Impact of self and 'other' on our learning identities the connected learning in practice introducing the connected learner in practice-- chapter 6. Power up your thinking-- chapter 7. 'L' - nurture a 'learn to be' culture-- chapter 8. U unify your language-- chapter 9. Grow meaningful opportunities-- chapter 10. Inspire lead learners-- chapter 11. The individual as a connected learner-- chapter 12. Enduring connections - learning allowed. 
520 |a Nationally and internationally, we are being driven to reflect on how to respond to a changing world. Globally, the UN has presented its Sustainable Development Goals that include a commitment to the importance of learning (Goal 4). Considering what this means for the way we think about learning and how we see ourselves as learners, Learning Allowed builds a foundation for strengthening learner 'connectivity' whoever and wherever we are. Through an analysis of the existing discourses that have framed our approaches to education, Learning Allowed highlights a system that has lost touch with the individual and a desire to maximise learner potential, with implications for any lifelong motivations and ambitions for learning. In response to the myriad of technological, social, environmental and health changes, Learning Allowed presents a case for investing explicitly in a learner's sense of value, voice and vision in the context of a lifelong learning journey. Drawing on thinking from Childhood Studies and looking at its broader application in light of research from education studies, Frankel and Whalley focus on learner voice and participation, raising awareness about what learning is and how this is connected with emotional wellbeing, and the processes of learning. Learning Allowed acts as a catalyst to schools, homes and spaces beyond to reconsider notions of learning and the learner and look to re-present them. 
588 0 |a Print version record. 
650 0 |a Education  |x Philosophy. 
650 7 |a Education, Philosophy, Theory & Social Aspects.  |2 bisacsh 
650 7 |a Philosophy & theory of education.  |2 bicssc 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Whalley, Caroline E.,  |e author. 
776 0 8 |i Print version:  |z 9781801174015 
776 0 8 |i PDF version:  |z 9781801174008 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/9781801174008  |y Full text 

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