Critical approaches to lifelong education

Abstract

This paper argues that contemporary interest in lifelong learning can be seen as an artefact of the market. It points out how the attractive vocabulary associated with personal development and empowerment often masks other economic and social purposes. Bearing in mind the social function of education, the author compares the strategies for the promotion of lifelong learning designed for those in 'included social categories' with the policies designed for those in marginal and excluded positions. It concludes by challenging its own position by citing positive learner experience in each case.