By Stephen Gorard;Gareth Rees
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Extra info for Creating a Learning Society?: Learning Careers and Policies for Lifelong Learning
The construct incorporates personal, social, sociological, 24 Lifelong learning trajectories experiential and intellectual dimensions of learning, as integrated over time. (p 223) ‘Learner identity’ thus encapsulates how individuals come to view the process of learning and, accordingly, provides the framework through which alternative courses of educational action are evaluated. Moreover, as Weil (1986) indicates, an individual’s ‘learner identity’ is essentially personal, with emotional as well as intellectual dimensions (Sennett and Cobb, 1972).
There was near full employment, relatively high job security, and a rise in real income for many people (McIlroy, 1990). There was moderately redistributive taxation in favour of lower income groups; and underpinning all of this was the welfare state, an edifice completed by the great series of legislative changes during the post-war years. For the first time, then, manual workers drove to work in their own cars, while professionals decorated their own houses. A tendency for people to marry earlier, and have fewer and earlier children, brought more leisure in middle-age; a leisure assisted by a host of new labour-saving devices in the home.
Added to these were the Eisteddfodau, the workers’ society lectures, the Drama movement, the YMCA, and traditional societies that were especially prevalent in Wales; as well as the less formal learning that took place in the pit, workshop, public house and barbers’ shops (Lewis, 1993). This has led some observers to detect a deeply-rooted desire for continuous learning in Wales, so that “public participation in various forms of education is very much greater and the habit of community cooperation is very much stronger than in England” (Lowe, 1970, p 315).