Abstract
Contemporary lifelong education and lifelong learning theory may be understood as a reaction against a diverse array of counter-emancipatory value emphases and conceptual distinctions characterising prevailing educational provision at the time of its foundational formulation, during the 1960s and 1970s.
Cite
CITATION STYLE
APA
Bagnall, R. G. (2012). Transformation or accommodation? A re-assessment of lifelong learning. In Second International Handbook of Lifelong Learning (pp. 899–914). Springer Netherlands. https://doi.org/10.1007/978-94-007-2360-3_55
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