Teleological pressures and ateleological possibilities on and for a fragile learning community: implications for framing lifelong learning futures for Australian university academics

Danaher, Patrick Alan (2008) Teleological pressures and ateleological possibilities on and for a fragile learning community: implications for framing lifelong learning futures for Australian university academics. In: 5th International Lifelong Learning Conference: Reflecting on Successes and Framing Futures, 16-19 June 2008, Yeppoon, Australia.

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Abstract

[Abstract]: This paper applies the teleological–ateleological lens to the activities of a group of postgraduate and early career researchers at an Australian university. Given the tensions between organisational imperatives and individual aspirations, there are mixed signals about whether the group can be accurately and appropriately considered a learning community.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: No
Item Status: Live Archive
Additional Information: Copyright for the volume is held by the Lifelong Learning Conference Committee. The authors retain individual copyright of their own papers. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission. Print copy ordered for USQ Library 5/6/2008.Print copy held in USQ Library at call no. 378.173 Lif.
Depositing User: Assoc Prof Patrick Danaher
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 24 Jun 2008 02:31
Last Modified: 02 Jul 2013 23:04
Uncontrolled Keywords: academics, ateleological, Australia, futures, learning communities, lifelong learning, teleological, universities
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
URI: http://eprints.usq.edu.au/id/eprint/4236

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