Learning liberation: women's response to men's education
With the intention of illustrating the process through which women are learning liberation, the author analyses different types of schooling provided in Britain over the last 100 years to demonstrate the form and the degree of marginalization women did and still do experience in formal school education. Tracing the history of adult education in Britain in theory and practice, she criticizes the patriarchal structure of education in which women's educational needs have been ignored in terms of definition of knowledge and appropriate educational provisions. Within the patriarchal educational system, women's experience has not been accepted as equally valid and only the knowledge generated by men has been taught. Together with these past records, present possibilities are evaluated and the main development in women's re-entry to work and study programmes is categorized. The author's premise being that women's studies imply the need for a radical redefinition of subject matter, different lines of inquiry and new ways of learning, she presents women's educational programmes offered at Southampton University as an example of new methods of administration, entrance qualifications and curriculum and points to further developments. Lifelong education is viewed as a process enabling women to increase their consciousness in terms of their abilities and potentials, to obtain an overall understanding of their situation within the broad social spectrum and to encourage their political involvement and their readiness to face conflicts
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| Format: | book biblioteca |
| Language: | eng |
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Croom Helm
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| Subjects: | Adult education, Educational discrimination, Educational history, Lifelong learning, Women, Womens education, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000167404 |
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| Summary: | With the intention of illustrating the process through which women are learning liberation, the author analyses different types of schooling provided in Britain over the last 100 years to demonstrate the form and the degree of marginalization women did and still do experience in formal school education. Tracing the history of adult education in Britain in theory and practice, she criticizes the patriarchal structure of education in which women's educational needs have been ignored in terms of definition of knowledge and appropriate educational provisions. Within the patriarchal educational system, women's experience has not been accepted as equally valid and only the knowledge generated by men has been taught. Together with these past records, present possibilities are evaluated and the main development in women's re-entry to work and study programmes is categorized. The author's premise being that women's studies imply the need for a radical redefinition of subject matter, different lines of inquiry and new ways of learning, she presents women's educational programmes offered at Southampton University as an example of new methods of administration, entrance qualifications and curriculum and points to further developments. Lifelong education is viewed as a process enabling women to increase their consciousness in terms of their abilities and potentials, to obtain an overall understanding of their situation within the broad social spectrum and to encourage their political involvement and their readiness to face conflicts |
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