Abstract
Beliefs and practices of formal, non-formal and informal learning have undergone radical changes since the late nineteenth century, when didactic instruction gave way in many societies to learner-centred methods. From the late twentieth century, global competition and a shift to neoliberalism have informed the commodification of education. Data from three studies are used to explore the tension between heutagogical and meaning-centred education and government-controlled programs. The first focuses on language learning needs of refugees and migrants; the second on yoga teachers and the choices they make in constructing their yoga teacher training programmes; and the third considers a community who used backward mapping of child-emergent and playful learning to demonstrate that significant achievement in learning may occur independent of formal programming, testing and reporting.
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Suggestions for further reading
Bockman, J. (2013). Neoliberalism. Contexts, 12(3), 14–15. doi: 10.1177/1536504213499873
Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28–50.
Lipman, P. (2013). The new political economy of urban education: Neoliberalism, race, and the right to the city. London: Routledge.
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© 2014 Margaret Baguley, Patrick Alan Danaher, Andy Davies, Linda De George-Walker, Janice K. Jones, Karl J. Matthews, Warren Midgley and Catherine H. Arden
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Baguley, M. et al. (2014). Individual Learning Needs and Designing Learning Programs. In: Educational Learning and Development: Building and Enhancing Capacity. Palgrave Pivot, London. https://doi.org/10.1057/9781137392848_5
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DOI: https://doi.org/10.1057/9781137392848_5
Publisher Name: Palgrave Pivot, London
Print ISBN: 978-1-349-48343-3
Online ISBN: 978-1-137-39284-8
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