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- Author: Julia Preece
- Publisher: Palgrave Macmillan
- Year: 2018
- ISBN-10: 3319561626
- ISBN-13: 9783319561622
- Format: 14.8 x 21 x 1.4 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
University Community Engagement and Lifelong Learning (e-book) (used book) | bookbook.eu
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This book offers a conceptual re-think of how university community engagement functions as a lifelong learning resource for communities. While having a specific focus on the South African context, it has important implications for other universities which are concerned with their communities, and makes a compelling argument for the university as a public good, in spite of current trends towards marketization and commodification of higher education. The book draws on a theoretical framework of capabilities, asset-based community development, and the adult learning concept of dialogue, to propose a model whereby the boundary walls of the university become metaphorically 'porous', so that community members feel free to interact with the university as equal members of society. A historical outline of African universities is provided, as well as an exploration of the evolution of terms for community engagement, service learning and learning cities; and an examination of the policy and practice implications for the ideological model of a porous university.
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- Author: Julia Preece
- Publisher: Palgrave Macmillan
- Year: 2018
- ISBN-10: 3319561626
- ISBN-13: 9783319561622
- Format: 14.8 x 21 x 1.4 cm, kieti viršeliai
- Language: English English
This book offers a conceptual re-think of how university community engagement functions as a lifelong learning resource for communities. While having a specific focus on the South African context, it has important implications for other universities which are concerned with their communities, and makes a compelling argument for the university as a public good, in spite of current trends towards marketization and commodification of higher education. The book draws on a theoretical framework of capabilities, asset-based community development, and the adult learning concept of dialogue, to propose a model whereby the boundary walls of the university become metaphorically 'porous', so that community members feel free to interact with the university as equal members of society. A historical outline of African universities is provided, as well as an exploration of the evolution of terms for community engagement, service learning and learning cities; and an examination of the policy and practice implications for the ideological model of a porous university.
Reviews