Titlebook: Community Education and Neoliberalism; Philosophies, Practi Camilla Fitzsimons Book 2017 The Editor(s) (if applicable) and The Author(s) 20

有危险

Introduction: Community Education in Neoliberal Times,ndividual and collective community need, neoliberal policy directives and dominant hegemonic discourse seek to redirect efforts to the needs of industry. . demonstrates tensions between these competing agendas and this first chapter serves a number of purposes. Firstly it describes community educati

朋党派系

locus-ceruleus

Community Education in Ireland community education which is detailed through public provision, the Women’s Movement, liberation theology and the community development/anti-poverty movement. The role of the academy is also explored.  Chapter 3 then draws from primary research to offer an account of contemporary community educatio

adjacent

Critical Education and Community Educationll-being and development, but I will argue that this well-being should be politically understood. Following discussion on learning and a brief overview of dominant philosophies of adult education, the philosophies of Paulo Freire are particularly expanded on. Through critical group work I also offer

Recessive

Community Education and Employabilityrds the servicing of the labour market. It begins by explaining what social policy is and how it relates to neoliberalism before exploring its relationship with community education. As well as examining the actions of policy-makers far away, I will also explore practitioner’s own involvement in poli

ferment

Community Education and Accreditationredited historical origins and increasingly distances it from community development practice. The driving force for accreditation is European policy convergence measures that have been the driving force in the introduction of outputs-oriented, hierarchical qualifications frameworks. The principle re

TOXIC

Bravado

Rekindling Community Education in Neoliberal Timesour current neoliberal epoch. If community education is to honour its foundational principles of equality and social justice, the business-led principles that threaten these principles should be understood and acted on. This final chapter concludes . by calling on community educators to re-kindle eq

前奏曲

foliage

Rekindling Community Education in Neoliberal Times be more policital and the need to showcase the work of community education. The limitations of humanistic approaches are again presented as practitioners are encouraged to take a more overtly political appraoch to their work.