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Wayfaring and transport: negotiating contradictions in university adult education.

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dc.contributor.author Plumb, Donovan
dc.date.accessioned 2015-06-12T00:04:51Z
dc.date.available 2015-06-12T00:04:51Z
dc.date.issued 2010
dc.identifier.citation Plumb, D. (2010). Wayfaring and transport: negotiating contradictions in university adult education. Proceedings of the 29th Annual Conference of the Canadian Association for the Study of Adult Education. Montreal: Concordia University. en_US
dc.identifier.uri http://hdl.handle.net/10587/1566
dc.description.abstract This paper observes that Tim Ingold’s (2007) (2007) analysis of two modes of travel, wayfaring and transport, affords an interesting lens to view current perspectives of learning subtending adult education theory and practice. Ingold contrasts the image of the line as a trace left by an entity wandering through a terrain of lived experience (wayfaring) and the line as something that connects two points across the surface of an abstract space and time (transport). This correlates in interesting ways with the notion of learning as transporting knowledge into students’ heads, and the notion of learning as being woven into an ongoing flow of practice. The purpose of this paper is to relate how one university adult educator negotiates the contradictory imperatives of learning as transport and learning as wayfaring in his own practice. en_US
dc.language.iso en en_US
dc.subject Adult education en_US
dc.type Working Paper en_US
dc.title Wayfaring and transport: negotiating contradictions in university adult education. en_US
dc.format.availability Full-text en_US


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