Description

This insightful book is ideal for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning. Asking pertinent questions relating to discourses on policy, the authors offer the reader a rare view of lifelong learning from a gender-focused perspective, filling a gap in the literature and moving current debate on into new areas. Questions addressed include: * To what extent can the policy discourses and institutional contexts of lifelong learning be seen as masculinised and/or feminised? * What are the gender implications of lifelong learning policy? * In what ways are learners’ identities constructed through lifelong learning? * Does lifelong learning provide opportunities to challenge or transgress gender binaries? * What are the implications for practice?