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	<title>social inclusion &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat</title>
		<link>https://ajal.net.au/humanities-education-as-a-pathway-for-women-in-regional-and-rural-australia-clemente-ballarat/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 06:11:23 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[community engagement]]></category>
		<category><![CDATA[disadvantage]]></category>
		<category><![CDATA[equity]]></category>
		<category><![CDATA[humanities education]]></category>
		<category><![CDATA[social inclusion]]></category>
		<category><![CDATA[transformation]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1891</guid>

					<description><![CDATA[Authors: Ann Gervasoni, Australian Catholic University; Jeremy Smith, University of Ballarat; Peter Howard, Australian Catholic University Edition: Volume 53, Number 2, July 2013 Summary: This paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the &#8230; <p class="link-more"><a href="https://ajal.net.au/humanities-education-as-a-pathway-for-women-in-regional-and-rural-australia-clemente-ballarat/" class="more-link">Continue reading<span class="screen-reader-text"> "Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat"</span></a></p>]]></description>
		
		
		
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		<title>Recollections on the Association over five decades</title>
		<link>https://ajal.net.au/recollections-on-the-association-over-five-decades/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 04:55:29 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[philosophy]]></category>
		<category><![CDATA[productivity]]></category>
		<category><![CDATA[relevance]]></category>
		<category><![CDATA[social inclusion]]></category>
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					<description><![CDATA[Author/s: Arch Nelson (1960s), Barrie Brennan (1970s), Dianne Berlin (1980s), Alastair Crombie (1990s) and Roger Morris (2000s) Edition: Volume 50, Number 3, November 2010 Summary: In 2010, fifty years after the establishment of the association now called Adult Learning Australia (ALA), the association still faces the dilemma about how to sell its message that adult &#8230; <p class="link-more"><a href="https://ajal.net.au/recollections-on-the-association-over-five-decades/" class="more-link">Continue reading<span class="screen-reader-text"> "Recollections on the Association over five decades"</span></a></p>]]></description>
		
		
		
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		<title>Diversity and excellence: prompts from the history of the tertiary education sector</title>
		<link>https://ajal.net.au/diversity-and-excellence-prompts-from-the-history-of-the-tertiary-education-sector/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 04:45:46 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[liberalism]]></category>
		<category><![CDATA[productivity]]></category>
		<category><![CDATA[relevance]]></category>
		<category><![CDATA[social inclusion]]></category>
		<category><![CDATA[utilitarianism]]></category>
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					<description><![CDATA[Author/s: Francesca Beddie Edition: Volume 50, Number 3, November 2010 Summary: In 2010, fifty years after the establishment of the association now called Adult Learning Australia (ALA), the association still faces the dilemma about how to sell its message that adult learning matters. The dilemma is one of philosophy: in the nineteenth century, it was &#8230; <p class="link-more"><a href="https://ajal.net.au/diversity-and-excellence-prompts-from-the-history-of-the-tertiary-education-sector/" class="more-link">Continue reading<span class="screen-reader-text"> "Diversity and excellence: prompts from the history of the tertiary education sector"</span></a></p>]]></description>
		
		
		
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		<item>
		<title>Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?</title>
		<link>https://ajal.net.au/recognition-of-prior-learning-rpl-can-intersubjectivity-and-philosophy-of-recognition-support-better-equity-outcomes/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 27 Feb 2013 06:35:21 +0000</pubDate>
				<category><![CDATA[VET]]></category>
		<category><![CDATA[assessor]]></category>
		<category><![CDATA[candidate]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[relationship]]></category>
		<category><![CDATA[RPL]]></category>
		<category><![CDATA[social inclusion]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=796</guid>

					<description><![CDATA[Author/s: Jen Hamer Edition: Volume 51, Special edition, December 2011 Summary: The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world (Harris, 1999; Wheelahan, Miller &#38; Newton, 2002; Castle &#38; Attwood, 2001; Cleary &#8230; <p class="link-more"><a href="https://ajal.net.au/recognition-of-prior-learning-rpl-can-intersubjectivity-and-philosophy-of-recognition-support-better-equity-outcomes/" class="more-link">Continue reading<span class="screen-reader-text"> "Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?"</span></a></p>]]></description>
		
		
		
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