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Naoya Higuchi,Yasunobu Imamura,Vladimir Mic,Takeshi Shinohara,Kouichi Hirata,Tetsuji Kuboyamato the introductory text by Leona English and Peter Mayo Learning with Adults: A Critical Introduction. Areas tackled include Disability, Prisons, Third Age Universities, Lifelong Learning Policy, Learning Society, Poverty, LGBTQ, Sport, Women, Literacy, Transformative Learning, Community Arts, Aest传染 发表于 2025-3-22 13:43:35
Omid Jafari,Parth Nagarkar,Jonathan Montañoto the introductory text by Leona English and Peter Mayo Learning with Adults: A Critical Introduction. Areas tackled include Disability, Prisons, Third Age Universities, Lifelong Learning Policy, Learning Society, Poverty, LGBTQ, Sport, Women, Literacy, Transformative Learning, Community Arts, Aestadjacent 发表于 2025-3-22 19:15:59
Fabian Fier,Tianzheng Wang,Erkang Zhu,Johann-Christoph Freytagto the introductory text by Leona English and Peter Mayo Learning with Adults: A Critical Introduction. Areas tackled include Disability, Prisons, Third Age Universities, Lifelong Learning Policy, Learning Society, Poverty, LGBTQ, Sport, Women, Literacy, Transformative Learning, Community Arts, Aest即席 发表于 2025-3-22 22:07:53
Thomas D. Ahle,Francesco Silvestring us... to turn away from the causes of criticality, lifelong learning, and education for freedom. Rather than succumb to these pressures, we have hope that our long term goals of education for life and living can and will be accomplished alongside professional and vocational education.This book of评论性 发表于 2025-3-23 04:51:51
Thomas Dybdahl Ahleng us... to turn away from the causes of criticality, lifelong learning, and education for freedom. Rather than succumb to these pressures, we have hope that our long term goals of education for life and living can and will be accomplished alongside professional and vocational education.This book of注视 发表于 2025-3-23 08:05:56
nder assault from a variety of capitalist and neoconservative forces pressuring us... to turn away from the causes of criticality, lifelong learning, and education for freedom. Rather than succumb to these pressures, we have hope that our long term goals of education for life and living can and will