Learning in Places The Informal Education Reader
Learning in Places The Informal Education Reader by Zvi Bekerman, published by Peter Lang in 2006, is a comprehensive resource that delves into the field of informal learning and education. This edition spans 315 pages and is presented in English. The book aims to introduce readers—whether academic, professional, or general—to the transformative potential of informal education, exploring its implications for contemporary educational thought.
Readers will find a diverse array of ideas drawn from various disciplinary fields and methodological approaches, examining informal learning across multiple environments such as museums, workplaces, and recreational spaces. The text analyzes the social, cultural, political, historical, and economic contexts that shape informal learning, while also addressing the epistemological foundations that support its development. Additionally, it reflects on the practices that characterize informal education and the varied contexts in which it is applied, making it a valuable resource for those interested in educational policy, reform, and innovative teaching methods.
Official synopsis Publisher
Learning in Places is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes – in museums, workplaces, classrooms, places of recreation – in a variety of political, social and cultural contexts around the world. Learning in Places presents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced.
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