Critical Perspectives on Further Education and Training

Updates rapid growth in adult, community, and further education in Ireland and beyond, providing critical insights into classroom and group settings and the social, cultural, political and ecological contexts which inform adult learning.

This bookis essential reading for educators, student teachers, policymakers, and anyone with an interest in critical viewpoints on adult, community, and further education.

This book responds to and informs, the rapid growth in adult, community, and further education in Ireland and beyond. Across 11 chapters, academic and practitioner insights are explored. There are chapters that focus on policy trends across the topics, some of which focus on current trends in policy and practice and some of which focus more deliberately on everyday practice.

The book opens with perspectives from some further education students who comment on some of the themes raised. These lead into an introduction which describes the landscape of a complex, heterogeneous FET sector and outlines what the authors mean by critical perspectives on adult, community and further education in Ireland.

This is followed by the philosophically oriented chapter one, written by Camilla Fitzsimons, that provides practical examples of possibilities for ‘engaged pedagogy’ amidst curricula that, on the surface appear far removed from the dimensions of power and privilege the book lays bare.

In chapter two, experienced further and higher education practitioner, Sarah Coss offers a practical and thought-provoking account of the challenges of working creatively and dialogically with FE curricula whilst at the same time attending to the many bureaucratised demands of accreditation and quality assurance frameworks.

Chapter three, written by Lilian Nwanze, builds a case for the importance of discussions about racism and white privilege in FE and proposes concrete actions to embody and anti-racist approach, the last of which is an emphasis on love.

In chapter four, Jane O’Kelly presents a reflexive exploration of neurodiversity in adults and prompts us to consider whether their needs are recognised and accommodated in further education and training settings.

In chapter five, Bríd Connolly explores ways in which a feminist egalitarian groupwork stance, can draw from social movements, adult and community education to create an FE pedagogy that challenges the status quo of education as a social institution.

In chapter six, Eilish Dillon reflects on why a critical approach to global citizenship education (GCE) is important and introduces some debates about the meaning and implementation of GCE.

In chapter seven, Jerry O’Neill’s partially-poetic chapter demonstrates a creative and critical approach to individual and group reflexive...