Abstract
In this article, we argue that Freire’s view of lifelong learning is a journey toward personal growth and social transformation. Rather than reducing learners to objects of economic globalization, Freire’s pedagogy considers students political participants who actively shape their vocational and social lives.
How to Cite:
Dale, J. A., Glowacki-Dudka, M. & Hyslop-Margison, E. J., (2005) “Lifelong Learning as Human Ontology: A Freirean Response to Human Capital Education”, Adult Education Research Conference 1(2005).
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