The concept of the learning society for adults with learning difficulties: human and social capital perspectives

Abstract

In this paper, it is argued that adults with learning difficulties represent a significant marginalized group within society whose experiences may shed light on a range of political and social values affecting those in the mainstream, as well as on the periphery. We begin by considering some possible meanings of the learning society and some features of the social and economic context which have promoted interest in the concept. An economistic reading of the learning society may prove problematic for adults with learning difficulties, since it may be argued that this group is unlikely to be highly productive and therefore will not provide a good return on money invested in education and training. Although an emphasis on social capital may lead to the inclusion of people with learning difficulties, this outcome is by no means automatic since high levels of social cohesion may be based on the ruthless exclusion of those regarded as deviant. Finally, we suggest some ways in which promoting the concept of lifelong learning for adults with learning difficulties may enable us to develop deeper understandings of the experiences of education, training and employment.

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