Volunteer Work, Informal Learning and Social Action
Since most research on work focuses on paid work, and most literature on education concentrates on schools, it is not surprising that studies on the relations between work and learning emphasize the relations between paid employment and organized educatio
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THE KNOWLEDGE ECONOMY AND EDUCATION
Series Editors: D.W. Livingstone, Ontario Institute for Studies in Education David Guile, Faculty of Policy and Society, Institute of Education, University of London Editorial Board: Stephen Billett, Griffiths University, Australia Zhou Zuoyu, Normal University, Beijing, China Emery Hyslop-Margison, Concordia University, Canada Karen Jensen, University of Oslo, Norway Johan Muller, University of Cape Town, South Africa Yoko Watanabe, University of Kyoto, Japan Scope: The aim of this series is to provide a focus for writers and readers interested in exploring the relation between the knowledge economy and education or an aspect of that relation, for example, vocational and professional education theorised critically. It seeks authors who are keen to question conceptually and empirically the causal link that policymakers globally assume exists between education and the knowledge economy by raising: (i) epistemological issues as regards the concepts and types of and the relations between knowledge, the knowledge economy and education; (ii) sociological and political economic issues as regards the changing nature of work, the role of learning in workplaces, the relation between work, formal and informal learning and competing and contending visions of what a knowledge economy/knowledge society might look like; and (iii) pedagogic issues as regards the relationship between knowledge and learning in educational, community and workplace contexts. The series is particularly aimed at researchers, policymakers, practitioners and students who wish to read texts and engage with researchers who call into question the current conventional wisdom that the knowledge economy is a new global reality to which all individuals and societies must adjust, and that lifelong learning is the strategy to secure such an adjustment. The series hopes to stimulate debate amongst this diverse audience by publishing books that: (i) articulate alternative visions of the relation between education and the knowledge economy; (ii) offer new insights into the extent, modes, and effectiveness of people’s acquisition of knowledge and skill in the new circumstances that they face in the developed and developing world, (iii) and suggest how changes in both work conditions and curriculum and pedagogy can led to new relations between work and education.
Volunteer Work, Informal Learning and Social Action
Edited by; Fiona Duguid Canadian Co-operative Association, Canada Karsten Mündel Augustana Campus, University of Alberta, Canada and Daniel Schugurensky Arizona State University, USA
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-231-0 (paperback) ISBN: 978-94-6209-232-7 (hardback) ISBN: 978-94-6209-233-4 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2013 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or
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