Lifelong learning and the absence of gender |
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Institution: | 1. Department of Natural Resource Sciences, McGill University, 21111 Lakeshore Road, Ste-Anne-de-Bellevue, QC H9X 3V9, Canada;2. CSIRO Land and Water, Canberra, ACT 2601, Australia;3. Department of Soil Science, University of Saskatchewan, Saskatoon, SK S7N 5A8, Canada;1. School of Mathematics, University of East Anglia, Norwich NR4 7TJ, United Kingdom;2. Institute of Hydro-Engineering, Polish Academy of Sciences, ul. Ko?cierska 7, Gdańsk 80-328, Poland |
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Abstract: | This paper identifies that (with very few exceptions) in most of current literature on lifelong learning, gender issues are ignored or overlooked. An extensive review of the literature demonstrates this neglect. Some reasons are given for this, including the fact that most analyses of lifelong learning tend to stress the individual learning against the social construct of learning; individual learning paths are sought rather than gendered patterns. But within the discourse of lifelong learning there are elements such as identity, the reflective practitioner and critical reflection which could open the door to a more socially transformative approach to lifelong learning. More research and debate are needed. |
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