Learning Partnerships for Greater Inclusion: Exploring Renewed Lifelong

Learning Approaches

Dr. Stephen O’Brien, Centre for Adult Continuing Education, University College Cork, Ireland

Context

• The wider study

• The ‘partnership’ concept

• Access issues in Ireland

• The ideological treatment of ‘disadvantage’ and ‘social exclusion’

Questions and Lessons from Critical Theory

• What do you think it means to enter into partnership?

• What are learning partnerships and how do you view their features and core roles?

• What should LPs with a social inclusion purpose look like?

• What types of LPs are out there that proffer the right qualities for partnership formation? What critical lessons from partnership practices and educational literature can be drawn?

Questions and Lessons from Critical Theory

• What theories can inform LPs for social inclusion? Specifically,– What are the main barriers to participation for

disadvantaged groups?– How can social capital be developed through

LPs?– What adult learning dimensions should

partnerships possess?

Questions and Lessons from Empirical Enquiry

• How can one initially assess non-traditional learners’ perceptions of their educational experiences?

• What are the ‘lived’ educational experiences of non-traditional learners?

Questions and Lessons from Empirical Enquiry

• What are providers’ perspectives of the non-traditional learning experience?

Specifically, in relation to their own: personal/professional backgrounds; critical/political awareness around issues of ‘disadvantage’; pedagogical insights; systemic support practices; knowledge of non-traditional learners; and their critical ideas on current and future policy provision

Greater Inclusion Via Renewed Learning Partnership Approaches

“Theory is proved in practice, as well as enlightened by it” (Agger: 1992, p 48)