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Building Inclusive and Sustainable Learning Cities

PASCAL International Exchanges - A Review

Cities across the world exist in an environment of escalating change and growing complexity.  At times governments seem powerless to respond adequately to the myriad of challenges they face.  This has been termed by Anthony Giddens a Runaway World[1].  Socio-economic shifts, in some cases with a weakening of traditional social bonds in a more individualistic society, have accompanied mounting inequality and exclusion of disadvantage groups.

Hume Intercultural Project – Heritage for All

The Hume Global Learning Village is undertaking a three year project during 2011-2013 which is directed at fostering intercultural understanding and recognition of Hume City’s diverse cultural heritage. The project titled, ‘Heritage for All’, will rely on partnership with many community organisations and education institutions such as schools.

PIE Discussion Paper 3 - Culture, Learning & Development

Furthering the role of cultural institutions is one of the core objectives of PASCAL International Exchanges. The Glasgow stimulus paper provides a good example of shifts in the roles of these institutions while other stimulus papers touch on cultural policies and strategies adopted in furthering city development and enhancing quality of life for the community.

Riots and the breakdown of society in England

Norman Longworth has long been a leading thinker and writer in the field of lifelong learning and learning cities, and has contributed much. The recent riots in England have prompted much discussion of social trends in England, and what is seen by many as a weakening of social bonds and connections, and a weakening of social, moral, and human capital in cities with growing inequality and exclusion.

Lifelong Learning and the Riots

Here is a timely and thought provoking piece from PASCAL Associate John Field.  Noting that despite the controversial law and order response of the Thatcher government to the riots of 1981, there were nevertheless some important educational initiatives taken in the following months.  John Field explores some ideas for further iniatives which could be pursued in response to the situation in England now,  which range over reviews of the funding for learning,  a fresh look at young men's education, and the potential for ad

The Good Life: What is it, do we have it?

Do you have an interest in how we understand wellbeing and the indicators that are used to explain it?  In the autumn 2010 issue of the Australian Journal of Social Issues there is an interesting article on how indicators are used to explain social and behavioural research in the search for the good life.

Homel, R. (2009). "The Good Life: What is it, do we have it?" Australian Journal of Social Issues. Vol. 45 No.1. Autumn 2010. pp. 7-11.

 

The Learning City: Dead as a Dodo?

 

Martin Yarnit

A common problem with books based on academic conferences is that the contributors, in their enthusiasm for their own specialist theme, sometimes seem indifferent to the big issues.  Longworth and Osborne, tireless toilers for the concept of the learning city and region, pinpoint a vital truth that they, almost alone amongst the contributors to Perspectives on Learning Cities and Regions[1] are preoccupied with:

New Knowledge Exchange Call in UK

The next Knowledge Exchange of the Economic and Social Research Council (ESRC) in the UK will open from the 1st September 2011 until the 27th October 2011. The ESRC will again be running two schemes, the Follow on Fund scheme and a Knowledge Exchange Opportunities scheme.

This call is aimed at social science researchers at all stages of their career and at organisations in the business, public and civil society sectors, with the intention of encouraging dialogue and collaboration between these groups. 

Heritage, Regional Development, and Social Cohesion

The role of cultural institutions in lifelong learning and community building is a core theme of PIE so that relationships between cultural policies, learning strategies, and sustained development is central to PIE objectives.

Learning Works - Final Program

Dear Colleagues

I have received the attached materials from Tony Ryan, one of the most ardent toilers in the adult education field, who conducted Learning Works as a radio program out of Adelaide over 6 years, and who now advises the end of the program.

His Learning Works Reflection note is worth reading to see how he used radio to advance the cause of adult learning.

Regards,

Peter

 

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