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"Student engagement is a catch-all term, irresistible to educators and policy makers, and serving many agendas and purposes. This ground-breaking book provides a powerful theory of student engagement, rooted in critical theory and social justice. It sets out a compelling argument for student engagement to promote social justice and to repel neoliberalism in, and through, higher education, addressing three key questions: -Student engagement in what? -Student engagement for what? -Student engagement for whom? The answers draw on Habermas, Honneth, Gramsci, Foucault, and Giroux in examining ideology, power, recognition, resistance, and student engagement, with examples drawn from across the world. It sets out key features, limitations and failures of neoliberalism in higher education, and indicates how student engagement can resist it. Student engagement calls for higher education institutions to be sites for challenge, debate on values and power, action for social justice, and for students to engage in the struggle to resist neoliberalism, taking action to promote social justice, democracy, and the public good. This book is essential reading for educators, researchers, managers and students in higher education, social scientists and social theorists. It is a call to reawaken higher education for social justice, human rights, democracy and freedoms"--
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Although there is a substantial body of research on the second language acquisition of adults, there is little specific research on the learning experiences of senior and very senior adults. This thesis investigates and discovers the experience of being a senior from a traditional Confucian Heritage Culture aged between 55 and 75 years old, learning English as a foreign language through various interventions, including, the introduction of an adapted version of synthetic phonics to improve pronunciation, alongside the use of andragogical and geragogical principles to accommodate and encourage the development of agency and self-directed learning. This research adopted a case study methodology to investigate the lived experiences of seniors, and investigated the participants’ subjective constructions of the situation, learning experiences, challenges, circumstances, needs, and wants with regard to the situation. Therefore, an open and exploratory case study design was selected to understand the participants and report the findings. Furthermore, this thesis identifies the challenges faced by senior and very senior learners who are post-work and post-family rearing to make recommendations from the findings to complement, enhance and empower their learning
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