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Community engagement and lifelong learning
Author: Peter Mayo

In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.

A distinctive politics?
Author: Richard Taylor

English radicalism has been a deep-rooted but minority tradition in the political culture since at least the seventeenth century. The central aim of this book is to examine, in historical and political context, a range of key events and individuals that exemplify English radicalism in the twentieth century. This analysis is preceded by defining precisely what has constituted this tradition; and by the main outline of the development of the tradition from the Civil War to the end of the nineteenth century. Three of the main currents of English radicalism in the twentieth century have been the labour movement, the women’s movement and the peace movement. These are discussed in some detail, as a framework for the detailed consideration of ten key representative figures of the tradition in the twentieth century: Bertrand Russell, Sylvia Pankhurst, Ellen Wilkinson, George Orwell, E.P. Thompson, Michael Foot, Joan Maynard, Stuart Hall, Tony Benn and Nicolas Walter. The question of ‘agency’ – of how to bring about radical change in a predominantly conservative society and culture – has been a fundamental issue for English radicals. It is argued that, in the twentieth century, many of the important achievements in progressive politics have taken place in and through extra-parliamentary movements, as well as through formal political parties and organisations – the Labour Party and other socialist organisations – and on occasion, through libertarian and anarchist politics. The final chapter considers the continuing relevance of this political tradition in the early twenty-first century, and reviews its challenges and prospects.

Abstract only
Rosemary Deem

. (eds.), Mentorship, Leadership 121 122 Higher education in a globalising WORLD and Research; International Perspectives on Social Policy, Administration, and Practice. Cham, Switzerland: Springer. Habermas, J. (1992). Further reflections on the public sphere. In Calhoun, C. (ed.), Habermas and the Public Sphere. Cambridge, MA: MIT Press. King, R., Marginson, S., and Naidoo, R. (2013). The Globalization of Higher Education. Cheltenham and Northampton, MA: Edward Elgar Publishing. Kontowski, D., and Kretz, D. (2017). Liberal education under financial pressure

in Higher education in a globalising world
The Negro Education Grant and Nonconforming missionary societies in the 1830s
Felicity Jensz

Britain, as well as to broader debates around the two principles of religious liberty and religious equality. From the context of the discussion it is clear that ‘liberal’ did not refer exclusively to liberal education. The term ‘liberal education’ itself was as much as an ideal as a practice. In the eighteenth century, liberal education was connected to the notions of ‘character formation, as preparation

in Missionaries and modernity
Open Access (free)
Some philosophical obstacles and their resolution
David Heyd

particular difficulties, both conceptual and practical, in liberal education, and there is a strong analogy between the difficulties involved in teaching people to be autonomous and bringing them up on the idea of tolerance. The present chapter will focus on the problems of education to toleration. Its aim is primarily philosophical, that is, to expose the elusive nature of the very idea of toleration and its implications in education and to discuss some psychological and practical obstacles in educating the young to adopt a tolerant attitude to others. The fundamental

in The culture of toleration in diverse societies
Abstract only
Regions and universities in the post-2008 world
Chris Duke, Michael Osborne, and Bruce Wilson

agents aroused concern that the industrial–military–government complex would corrupt integrity and disinterested scholarship. Realism ensured that such contracts did not cease; an arm’s-length relationship might be secured if academic knowledge production went with semi-arm’s-length diffusion of research findings 1 MUP_Osborne_Final.indd 1 30/07/2013 15:50 introduction in the form of ‘knowledge transfer’. Essentially similar arguments, couched as liberal education, have sought to nurture thinking citizens while remaining safely apolitical. This formulation has in

in A new imperative
Open Access (free)
Cécile Laborde

the republicans in power did endorse a more ‘comprehensive’ than ‘political’ understanding of laïque morality, this was translated almost exclusively – though crucially – into a distinctive philosophy of education. On the republican view, it is the chief mission of state schools to inculcate children with the skills essential to the exercise of autonomy. Now, it is true that in matters of education, the distinction between political and comprehensive liberalism is elusive.24 Liberal education promotes individual autonomy without necessarily being ipso facto

in The culture of toleration in diverse societies
Abstract only
Matt Cole

, personal diary 1932, Wainwright papers File 1/7. 19 Williams, Across the Straits, p. 71; Inglis, Downstart, p. 46. 14 Cole_01_Ch1.indd 14 29/01/2011 12:07 Early life 20 Le Quesne, L., Introduction to McEachran, F., A Cauldron of Spells (Wells: The Greenbank Press 1992), p. xxvi. 21 Peterson, A.D.C., Liberal Education for All (London: Liberal Party 1973). This reference is on the opening page. 22 Music Room, St John’s College, Friday, 5 March 1937. The title of the lecture was ‘Socialism Debunked (by Scientific Economics)’. 23 Wainwright, R., Reviews, New

in Richard Wainwright, the Liberals and Liberal Democrats
Eoin Daly and Tom Hickey

’s Constitutionalism’, Jurisprudence, 2 (2013). 41 Robert Jubb, ‘Rawls and Rousseau: Amour-Propre and the Strains of Commitment’, Res Publica 17 (2011), p. 256. 42 John Rawls, A Theory of Justice (Cambridge, MA: Harvard University Press, 1971), p. 176. 43 Robert Goodin, ‘Folie Républicaine’, Annual Review of Political Science, 6 (2003), p. 63. 44 Ibid., p. 72. 45 Honohan, Civic Republicanism, p. 5. 46 Nomi M. Stolzenberg, ‘“He Drew a Circle that Shut Me Out”: Assimilation, Education and the Paradox of Liberal Education’, Harvard Law Review, 106 (1993), p. 581; Stephen Macedo

in The political theory of the Irish Constitution
Anna Killick

-income people have – it is a lack of understanding. Some commentators argue education is becoming more important than economic circumstances in explaining why people vote the way they do (Kaufmann 2017 ). For Inglehart and Norris, education is significant, in part because it affects socialisation. Since World War II, increasing proportions of young people have gone to university. They argue that receiving a university-level education makes people more liberal; ‘education is consistently associated with attitudes that are more tolerant toward out-groups, including ethnic

in Rigged