Included in exclusion : learning, civil society and widening participation.

Abstract

This paper argues that current policy initiatives to widen participation in education in Britain are counterproductive, widen the gulf between traditional and nontraditional education, and promote social exclusion. A fundamental rethinking of the educational system is required, shifting from structures that replicate a centralized system toward a focus on the needs of individuals and groups within the lifeworlds of civil society.