Relations in learning and research: the case of the Centre for Research in Lifelong Learning

Osborne, M. , Edwards, R. and Mayes, T. (2023) Relations in learning and research: the case of the Centre for Research in Lifelong Learning. In: Parry, G., Osborne, M. and Scott, P. (eds.) Access, Lifelong Learning and Education for All. Series: Palgrave studies in adult education and lifelong learning. Palgrave Macmillan: Cham, pp. 325-348. ISBN 9783031123412 (doi: 10.1007/978-3-031-12342-9_13)

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It is a cliché to say that something occurs because it was the right thing at the right moment, but there is some truth there also. The question that is more interesting is what it was about that something and that specific moment that led to the occurrence. In thinking about this in relation to the Centre for Research in Lifelong Learning (CRLL), it is not simply a question of trying to reinterpret the past, find meaning in events, people, relations, contexts that resulted in the formation of CRLL, but also to try and identify elements that may need to be in place for any future institutional focus for research in lifelong learning. Contexts are constantly emergent, so we are not suggesting causal relations in what led to CRLL being formed in 1998 as a joint research centre in Scotland between Glasgow Caledonian University and the University of Stirling. But types and strength of relations were crucial to its formation and development. Relations were also a key focus for the research conducted by the Centre. It is upon the centrality of relations in the development of research and learning within CRLL that is the focus of this chapter.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:Osborne, Professor Michael
Authors: Osborne, M., Edwards, R., and Mayes, T.
College/School:College of Social Sciences > School of Education > People, Place & Social Change
Publisher:Palgrave Macmillan

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