Description
Book SynopsisThis book presents a collection of chapters—both empirical and conceptual—that challenge existing paradigms of learning and teaching, provides examples of pedagogical spaces and practices that nurture future-oriented learners, explicates identities and transitions in learning, and offers alternative frames for moving forward.
Educational structures have proven remarkably resilient. More often than not, pedagogical designs still privilege the lecture-tutorial format, front-end loading and the positioning of the ‘teacher’ as expert. In a similar vein, pedagogical spaces tend to privilege the formal educational institution and its discourses, rather than productively engage with naturally-occurring learning spaces at work and in communities.
To better prepare and support learners for dynamically changing futures, we need to truly flip the lens from teaching to learning, positioning at the core, the learner in contexts where learning and becoming occurs. This means considering what counts as a future-oriented learner and educator, recognising the importance of evolving identities, transitions and pathways that facilitates the processes of being and becoming. Equally important is the design and appropriation of pedagogical spaces and practices that are in themselves dynamic and future-oriented. This book questions the current delineation between the spaces of work, learning and communities.
Trade Review“This book represents a significant contribution to the literature on pedagogies of future-oriented adult learning and challenges the status quo in adult education. This book is a must-read for scholars, researchers, learners and educators seeking to understand innovative adult learning perspectives and experiences, enabling them to draw on this knowledge as they actively participate in the transformation process, while it also helps to understand the challenges in future-oriented adult education.” (Muhammad Imran and Norah Almusharraf, International Review of Education, Vol. 69 (6), 2023)
Table of ContentsForward By Michael Fung (Group Director, Training Partners Group, SSG)
Chapter 1: Introduction (Dr Helen Bound, Institute for Adult Education, Singapore; Dr Jennifer Tan, National Institute of Education, Nanyang Technological University, Singapore; Dr Rebekah LIM Wei Ying, Singapore University of Social Sciences);)
Section 1: Learning Spaces and Pedagogical Practices
Chapter 2: Rethinking learning for a high skills economy (Anne Edwards, Oxford University, UK)
Chapter 3: Learning as design and performative action: Symbolic technologies and challenges for education in the 21st century (Professor Roger Säljö, University of Gothenburg, Sweden)
Chapter 4: Enhancing learning in the workplace (Dr Christine Owen, University of Tasmania, Australia)
Chapter 5: Learners’ sense-making in and across blended learning environments (Dr BI Xiaofang, Institute for Adult Learning, Singapore; Dr Christine Owen, University of Tasmania, Australia and Dr Helen Bound, Institute for Adult Learning, Singapore)
Chapter 6: The mastery/performance conundrum in education: Learners negotiating the ‘paper chase’
(Dr Jennifer Tan Pei-Ling, National Institute of Education, Singapore)
Chapter 7: Dialogical inquiry (AP TAN Seng Chee, Nanyang Technological University, Singapore and Dr Helen Bound, Institute for Adult Learning, Singapore)
Section 2: Identities and Transitions
Chapter 8: Experience, identity and competence: Lifelong learning policy (Professor Henning Salling Olesen, Roskilde University, Denmark)
Chapter 9: Towards Mastery: Operationalising identity development and implications (Dr Rebekah Lim Wei Ying, Singapore University of Social Sciences, Singapore)
Chapter 10: Transitions, institutional power and pedagogies for the future (Dr Helen Bound, Institute for Adult Learning, Singapore)
Chapter 11: Afterword (Kjell Rubenson – Professor Emeritus University of British Columbia)
