The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the (...) learning organisation. It is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future. But the idea of the learning society retains an important role as a myth, in drawing together and channelling energies in directions sought by policy-makers. (shrink)

This chapter offers an account of the rise to prominence of the concept of ‘social capital’, its use in social policy and government agencies and the predominance within research and theory in this area of the work of Coleman (1988), Putnam (1995, 2000) and Fukuyama (1995). The extent of take up of these theorists, we note, is at the neglect of Bourdieu’s more sociological and critical conceptualization. We detail the differences, and indeed similarities, between these various conceptualizations of social capital (...) and illustrate the tendency to either marginalize or assimilate Bourdieu’s work to dominant usage. We also point to a relative neglect of ‘social capital’ among those feminists who have engaged critically with Bourdieu. We believe this feminist neglect is a matter of regret not only because social capital is being taken up exponentially and globally by government and non-governmental agencies to tackle social justice issues related to poverty and social exclusion but also because, as we demonstrate, the unpaid physical and emotional work associated with the production of social capital is, most usually, women’s work. (shrink)

In this ‘Open Letter’ the author raises a number of concerns about the role of critique in feminist writing. She does this by exploring an article that represents, for her, a particularly bad case of the lack of generosity that can arise in the treatment of another’s work. The author argues that, to develop greater generosity in our critical engagement with each other’s work, we should make greater use of our reflexive imaginations in order to take fuller account of the (...) conditions of a text’s production. (shrink)

The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the (...) learning organisation. It is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future. But the idea of the learning society retains an important role as a myth, in drawing together and channelling energies in directions sought by policy-makers. (shrink)