The learning city in a ‘planet of slums’

The right to the City

“…Humanizing development, whether through participatory practices or through enhancing collective learning, is pointless when development's value in itself is not questioned. And that is exactly what Plumb, Leverman and McGray (2007) do when they criticize the discourse on learning cities, against the backdrop of "a planet of slums". They argue that, in order 'to advance our understanding of the learning city, we must abandon individualized, essentialized and typologized notions of adult learning that lie at the crux of the learning city's most common formulations' (Plumb et al, 2007, p. 37).…”

Exploring the interconnections between adult education, militarism, and gender: implications for our field

“…Several other authors explore adult education from the perspective of daily life and social participation. For instance, Welton (2005) explores the concept of a just learning society, Freire (1970) advocates for the conscientization of the marginalized, Plumb, Leverman and McGray (2007) explore the negative affects of neoliberalism and globalization on social participation, and Grace (2007) discusses how neoliberalism negatively affects lifelong learning. Others explore the specific experiences of women.…”

The Government That Mexicans Deserve: Challenges and Opportunities in the Digital Divide

“…One example comes from Armenta, Serrano, Cabrera & Conte , who propose a framework of reference for digital inclusion in rural areas that takes a systemic approach to the implementation of ICTs. Another example is the conception of the “learning city” , put into practice and exemplified in Hume, Australia, where conditions are created for civil society to learn – in all its forms – and, as a consequence, participate in their communities and governments .…”

“…Another example is the conception of the "learning city" [10], put into practice and exemplified in Hume, Australia, where conditions are created for civil society to learnin all its forms -and, as a consequence, participate in their communities and governments [7].…”

“…As a consequence, governments around the world have been forced to develop policies to avoid the so-called digital exclusion [6]. The paradox is that with increased technological evolution, this inundation of technology and information is actually "structured for exclusion" [7] and can be considered a new form of social exclusion [8]. The digital divide separates those who have and those who do not have access to web-based technologies and the education necessary for effectively using such technology.…”