Include me out: critical readings of social exclusion, social inclusion and lifelong learning

Edwards, Richard; Armstrong, Paul; Miller, Nod

doi:10.1080/02601370120116

Cited by 50 publications

(41 citation statements)

References 4 publications

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“…EU policy documents make specific reference to the contribution of lifelong learning in reducing social exclusion and promoting equal opportunities (European Commission 1995, 2001b Organisation for Economic Co-operation and Development 1996). There is, however, some concern about the lifelong learning discourse excluding particular groups from the learning society (Edwards et al 2001;Gorard 2003). Recently, there has been much debate over the potential associated with information and communication technology (ICT), to overcome barriers such as distance and time (Barraket 2004) and international as well as Belgian policy documents that promote ICT to foster lifelong learning (Vlaamse Regering 2000;European Commission 2001a;Op den Kamp 2003).…”

Section: Introductionmentioning

confidence: 99%

E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

Vandenbroeck

Verschelden

Boonaert

2007

Computer Assisted Learning

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The literature seems to suggest that women may be at risk from being excluded from adult education programmes, which use e-learning, especially when they have low economic status. Based on a survey of 551 women, family day care providers, we conclude that there is a persistent divide in PC access and use, as well as in perceived PC skills according to age. Yet, this divide seems to run less along traditional lines, suggesting that personal factors play a more important role. Motivation and anxiety are two related but distinct personal factors that influence computer use and skills in this population. We also found that these factors are mediated by the family context: motivation is higher when (young) children are present in the family. Moreover, children may represent an important form of social support for women not yet using computers. This study concludes that the concerns about the gender gap in computer use may benefit from taking the scaffolding possibilities of the family into consideration and that there may be a case for growing optimism in the use of information and communication technology for adult learning in specific, gender-segregated professions with low status

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Section: Introductionmentioning

confidence: 99%

E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

Vandenbroeck

Verschelden

Boonaert

2007

Computer Assisted Learning

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“…A retrenchment of state coordination and/or support for heavy industry coupled with reorganisation and marketisation of the welfare state and public services brought considerable upheaval to working communities and led to a decollectivisation which had implications for trade unions (discussed later). Subsequent state-driven strategies to regenerate localities and reduce unemployment have tended to concentrate on the quantitative creation of employment opportunities; these have attracted criticism on the grounds that the jobs that are created are often insecure, low-skilled and low-paid, and that social exclusion cannot merely be tackled by economic interventions alone (Edwards et al, 2001;Wills, 2004).…”

Section: The Context: New Local Governance and Trade Union Renewalmentioning

confidence: 99%

Urban labour, voice and legitimacy: economic development and the emergence of community unionism

Symon

Crawshaw

2009

Industrial Relations Journal

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“…Inclusion, in this new configuration, is thus a shared responsibility, among professionals and involving parents, and one where the lines of accountability are (even) less clear. The implication within policies on inclusion, especially those urging joined up working, is that it can be achieved through improved governance and service delivery, but as Edwards, Armstrong and Miller (2001) point out, this contradicts the idea that exclusion and inequality are actually created through 'the economic mode of production' (420). Pijl and Frissen (2009), casting a look across Europe, argue that the interventions in schools by policymakers, in an attempt to make them more inclusive, are misplaced because they treat schools as 'machine bureacracies', rather than professional ones.…”

Section: Shifting Political and Policy Contextsmentioning

confidence: 99%

Questions of inclusion in Scotland and Europe

Allan

2010

European Journal of Special Needs Education

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This paper examines inclusion in Scotland and in Europe. It considers some of the uncertainties surrounding inclusion and the questions which are currently being raised by researchers, teachers and their representative unions, parents and children, many of which give cause for concern. The shifting political and policy contexts and recent patterns and trends in Scotland and across Europe, which illustrate key points of exclusion, as well as some of the challenges to these, are reported. A 'landmark' challenge to discrimination of Roma children, achieved within the European Convention on Human Rights, is presented as an illustration of the scope for asserting the right to inclusion. The paper ends with a discussion of the prospects and possibilities for inclusion. The significance of the barriers to inclusion is acknowledged and it is argued that there is an urgent need to address the competing policy demands within education and the problems associated with fragmented provision. A call is also made for research involving children, young people and families in order to inform practice. IntroductionThe inclusion of all children in mainstream schools has been adopted as a key educational policy in Scotland and across Europe. It is, however, a policy which has been experienced as challenging, not least of all because of uncertainty over its meaning, and which has met with some resistance. This paper takes a look at inclusion in Scotland and in Europe, recognising Scotland as, of course, part of Europe, but with its own particularities. It considers how inclusion is understood and the questions currently being directed at it. It examines the shifting political and policy contexts and recent patterns and trends which illustrate key points of exclusion, as well as some of the challenges to these. The paper ends with a discussion of the prospects and possibilities for inclusion.

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Include me out: critical readings of social exclusion, social inclusion and lifelong learning

Cited by 50 publications

References 4 publications

E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

Urban labour, voice and legitimacy: economic development and the emergence of community unionism

Questions of inclusion in Scotland and Europe

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