Jarvis,Peter, in association with A.L. Wilson 1999. International Dictionary of Adult and Continuing Education. Second,revised, edition. London: Kogan Page.

International Review of Education -     

Roberts,Peter. 2000. Education,Literacy, and Humanization. Exploring in the Work of Paulo Freire. Westport,Connecticut/London: Bergin & Garvey.

International Review of Education -     

Book Review: Tomasevski,Katarina. 2003. Education Denied:Costs and Remedies. London: Zed Books Limited. 224 pp. ISBN 1-84277-251-1

International Review of Education -     

Jarvis,Peter, and Colin Griffin (eds.). 2003. Adult and Continuing Education: Major Themes in Education

International Review of Education -     

Global English, Hegemony and Education: Lessons from Gramsci

Antonio Gramsci and his concept of hegemony are often invoked in current debates concerning cultural imperialism, globalisation and global English. However, these debates are rarely cognizant of Gramsci's own university training in linguistics, the centrality of language to his writings on education and hegemony, or his specific engagement with language politics in his own day. By paying much greater attention to Gramsci's writings on language and education, this article attempts to lay the groundwork for an adequate approach to the current politics of global English.
While Gramsci may have left formal education and his studies in linguistics at Turin University as a young man to become a full time journalist and political activist, he certainly did not 'jettison' his study of language as is commonly implied. It has been widely accepted that Gramsci had an expansive conception of education which would curtail any suggestion that 'education' must be limited to formal schooling or university. Likewise, this article demonstrates the importance of Gramsci's lifelong analysis of language, its role in education and the development of hegemony. It argues that Gramsci's writings on language policy in Italy, specifically la questione della lingua [the language question] and his concern with linguistics, are an integral part of his approach to education and hegemony.     

Winch,Christopher, and Gingell,John. 1999. Key Concepts in the Philosophy of Education. London: Routledge.

International Review of Education -     

Toward a Critical Hermeneutical Approach in Human Rights Education: Transformative Possibilities and the Challenges of Implementation

The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are discussed.     

Adult Education,Social Action and the IBA: the sixties to the eighties

The article describes the arrival and organisation of adult education on ITV. The author describes the development of social action programming and the arrival on the scene of the Community Education Officers in the ITV companies. The author contends that while the formal networked adult education output was only partially successful, the development of social action, fitting as it does the federal structure of ITV, opened up a rich new vein in British public service broadcasting.     

Education,death and awakening: Hesse,Freire and the process of transformation

Education is a key theme in a number of Hermann Hesse’s novels and short stories. This paper focuses on Hesse’s last and longest fictional work, The Glass Bead Game, and analyses the transformation of Joseph Knecht, the central character, in the light of Paulo Freire’s theory of education. It is argued that over time Knecht develops a critical consciousness, becoming less certain of his certainties, more aware of his own incompleteness, and increasingly convinced of the importance of teaching. Dialogue plays a pivotal role in the development of Knecht’s critical awakening and his understanding of himself and his vocation as a human being. The paper discusses the relationship between conscientisation and contemplation, considers the significance of death as a theme in the novel, and reflects on some of the educational implications arising from Hesse’s work.