Has lifelong learning policy and practice in Scotland promoted social inclusion?

AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.

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DIGITAL STORYTELLING AND LIFELONG LEARNING EDUCATION IN INFORMAL CONTEXTS: THE MEMEX PROJECT

Education and New Developments 2021 ◽

10.36315/2021end065 ◽

2021 ◽

Author(s):

Elisabetta Falchetti ◽

◽

Pascuala Migone ◽

Cristina Da Milano ◽

Maria Francesca Guida

Keyword(s):

Lifelong Learning ◽

Social Inclusion ◽

Digital Storytelling ◽

Pilot Project ◽

Learning Processes ◽

Cultural Participation ◽

New Paradigm ◽

First Results ◽

Ict Tools ◽

Audience Development

This contribution intends to present the design, methodology and first results of MEMEX, a 3-year project (2019-2022) funded by the European programme Horizon2020, aimed at promoting social cohesion through collaborative, heritage-related tools that provide inclusive access to tangible and intangible cultural heritage (CH) and, at the same time, facilitates encounters, discussions and interactions between communities at risk of social exclusion. Cultural participation is conceived as a way to engage communities in lifelong learning processes taking place in informal contexts, aiming at promoting social inclusion and cohesion. To achieve these goals, MEMEX uses innovative ICT tools that provide a new paradigm for interaction with heritage through Digital Storytelling (DS), weaving heritage-related memories and experiences of the participating communities with the physical places/objects that surround them. The project encompasses the ICT tools and the use of DS in the framework of Audience Development (AD), defined as a strategic and dynamic process enabling cultural organisations to place audiences at the centre of their action. The use of DS applied to CH is highly related to lifelong learning processes, since it provides knowledge, understanding, awareness, engagement and interest, enjoyment and creativity. The evaluation of a number of DS produced by migrant women participating in a MEMEX pilot project in Barcelona confirms the validity and soundness of the methodology and the power of DS to engage in cultural experiences.

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HIV Prevention and Care of Transgender Women in an HIV and STI Clinic in the Paris Metropolitan Area

TSQ Transgender Studies Quarterly ◽

10.1215/23289252-8665229 ◽

2020 ◽

Vol 7 (4) ◽

pp. 585-597

Author(s):

Bahar Azadi ◽

Julia Zélie ◽

Florence Michard ◽

Yazdan Yazdanpanah

Keyword(s):

Sex Workers ◽

Social Inclusion ◽

Preventive Measures ◽

Transgender Women ◽

High Rate ◽

Hiv Care ◽

Medical Adherence ◽

Policy And Practice ◽

Community Based ◽

Depth Interviews

Abstract HIV infection burden is globally high among transgender women (TGW) and particularly in TGW migrant sex workers and TGW subpopulations with structural inequalities like racism and classism. In addition to stigma related to transphobia, migrant TGW face multiple forms of discrimination because of intersection with other experiences of stigma related to migration and working as sex workers in the host society. This study explores the experiences of TGW seeking care in an HIV and STI clinic in Paris, to evaluate medical adherence, namely, the degree to which a patient is regularly followed up in care and adequately takes the treatment, and trans individuals' social inclusion in this health institution. We examined the different forms of HIV-associated stigma among TGW. A qualitative study was conducted using semistructural in-depth interviews with TGW receiving HIV care and HIV preventive measures. A description is given of how a community-based participation policy and practice in this clinic integrate an intersectional approach among TGW. This results in a high rate of medical adherence in TGW migrants and could lead to social integration.

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Raising expectations or constructing victims? Problems with promoting social inclusion through lifelong learning

Challenges and Inequalities in Lifelong Learning and Social Justice ◽

10.4324/9781315829425-11 ◽

2014 ◽

pp. 37-54

Keyword(s):

Lifelong Learning ◽

Social Inclusion

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Book Review: Adult Education and Lifelong Learning in Southeastern Europe: A Critical View of Policy and Practice, by G. A. Koulaouzides, & K. Popović (Eds.)

Adult Education Quarterly ◽

10.1177/0741713619863660 ◽

2019 ◽

Vol 70 (2) ◽

pp. 193-194

Author(s):

Eleni Prokou

Keyword(s):

Adult Education ◽

Lifelong Learning ◽

Southeastern Europe ◽

Policy And Practice ◽

Critical View

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Social inclusion through ageing-in-place with care?

Ageing and Society ◽

10.1017/s0144686x11000341 ◽

2011 ◽

Vol 32 (3) ◽

pp. 361-378 ◽

Cited By ~ 23

Author(s):

PATRICK BARRETT ◽

BEATRICE HALE ◽

ROBIN GAULD

Keyword(s):

Home Care ◽

Independent Living ◽

Social Inclusion ◽

Rites Of Passage ◽

Social Contact ◽

Later Life ◽

Living Environment ◽

Care Recipient ◽

Policy And Practice ◽

Ageing In Place

ABSTRACTThe onset of ill-health and frailty in later life, within the context of the policy of ageing-in-place, is increasingly being responded to through the provision of home care. In the philosophy of ageing-in-place, the home provides for continuity of living environment, maintenance of independence in the community and social inclusion. The provision of assistance to remain at home assumes continuity in the living environment and independence in the organisation of daily life and social contact. This paper explores the changes that occur as a result of becoming a care recipient within the home and concludes that the transition into receiving care is characterised by discontinuity and upheaval which tends to reinforce social exclusion. We draw on the rites of passage framework, which highlights social processes ofseparation, liminality and reconnection, in analysing this transition to enhance understanding of the experience and gain insights to improve the policy and practice of home care. Separation from independent living leads to a state of liminality. The final stage in the rites of passage framework draws attention to reconnections, but reconnection is not inevitable. Reconnection is, however, an appropriate goal for the care sector when supporting frail or disabled older people through the transition into becoming a home-care recipient.

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