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Learning Communities and Imagined Social Capital Learning to Belong

by Jocey Quinn

Part of the Continuum Studies in Educational Research Series

Learning Communities and Imagined Social Capital Learning to Belong Synopsis

Using theory drawn from Education, Cultural Studies and Human Geography, this work explores the related issues of belonging, learning and community. This book draws on a range of research studies conducted with adult learners both nationally and internationally in formal and informal contexts (including universities, voluntary sector and community based projects, work and leisure). It uses interdisciplinary theory drawn from Education, Cultural Studies and Human Geography to explore the related issues of belonging, learning and community. It critiques dominant ideas and practices of learning community in Higher Education and Lifelong Learning as simplistic and regulatory and argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce 'imagined' social capital. It demonstrates how such imagined social capital works, using a rich variety of empirical data. It then considers how these new critical perspectives can help us to rethink education as a cultural practice. Continuum Studies in Educational Research (CSER) is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the CSER series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

Learning Communities and Imagined Social Capital Learning to Belong Press Reviews

'Professor Quinn brings the spirit of pleasure to an intellectually expansive analysis of belonging and the material needs of the learner. In so doing, this study takes us well beyond the common place in considering the impact of lifelong learning.' Christina Hughes, Professor of Women and Gender and Chairperson in the Department of Sociology, University of Warwick, UK 'In this important new book Jocey Quinn sets out her innovative work on imagined social capital in ways which bring alive the some 200 diverse learners who formed part of her data rich research. Through her powerful and stimulating analysis of (imagined) social capital she invites us to re-imagine educational spaces, terrains and communities, to discover the fluidity of 'belonging'. This book is a timely intervention in debates about social capital and learning communities, arguing for new ways of belonging through resistance.' Sue Jackson, Professor of Lifelong Learning and Gender, Pro-Vice-Master for Learning and Teaching and Director of the Birkbeck Institute for Lifelong Learning, Birkbeck, University of London, UK 'Over the course of a hundred and fifty pages, the author has crafted a piece that combines theory development with the voices of research informants, educationalists, sociologists, philosophers, poets and authors of modern literature. This is a readable book.'--Sanford Lakoff

Book Information

ISBN: 9781847061928
Publication date: 1st April 2010
Author: Jocey Quinn
Publisher: Continuum International Publishing Group Ltd. an imprint of Bloomsbury Publishing PLC
Format: Hardback
Pagination: 192 pages
Categories: Cultural studies, Education,

About Jocey Quinn

Jocey Quinn is Professor at the Institute for Policy Studies in Education, London Metropolitan University.

More About Jocey Quinn

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