This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education.
|Publication date:||18th November 2010|
|Author:||Robin Usher, Richard Edwards|
|Categories:||Philosophy & theory of education, Education, Educational strategies & policy, Curriculum planning & development, Teaching skills & techniques,|