Lifelong learning and the absence of gender

Alan Rogers

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)


This paper identifies that (with very few exceptions) in most of current literature on lifelong learning, gender issues are ignored or overlooked. An extensive review of the literature demonstrates this neglect. Some reasons are given for this, including the fact that most analyses of lifelong learning tend to stress the individual learning against the social construct of learning; individual learning paths are sought rather than gendered patterns. But within the discourse of lifelong learning there are elements such as identity, the reflective practitioner and critical reflection which could open the door to a more socially transformative approach to lifelong learning. More research and debate are needed.
Original languageEnglish
Pages (from-to)189-208
Number of pages20
JournalInternational Journal of Educational Development
Issue number2
Publication statusPublished - 2006

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