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This book addresses concerns about men's attitudes to and involvement in lifelong and lifewide learning. The editors note the growing interest in finding ways to increase men's participation and promote practices that will contribute to men's learning and wellbeing, particularly in contexts and life stages for men beyond paid work. The contributions present evidence from theory, research, policy and practice, illustrated with case studies from seven countries. As a connected issue, the book also presents evidence and builds a case for the initial education of boys to receive particular attention, in order to break intergenerational cycles of aversion to learning for some men and some communities.

The contents are as follows: Part one contains the following chapters: Men learning through life / Barry Golding, Rob Mark and Annette Foley (pages 3-19); Men's learning in international settings / Barry Golding (pages 20-33); Men's health and wellbeing: learning through the lifecourse / John Macdonald (pages 34-48); Empowering men to learn through literacy / Rob Mark (pages 49-62); The case for some men's spaces / Annette Foley (pages 63-76); Learning beyond the workplace / Barry Golding (pages 77-96); Men and boys: ages and stages / Annette Foley and Barry Golding (pages 97-112); Men's sheds: a new movement for change / Barry Golding (pages 113-128). Part two contains: Men's learning in the UK / Rob Mark and Jim Soulsby (pages 131-147); Men's learning in Ireland / Lucia Carragher, John Evoy and Rob Mark (pages 148-163); Men's learning in Portugal / Antonio Fragoso, Joao Filipe Marques and Milene Lanca (pages 164-178); Men's learning in Greece / Georgios K. Zarifis (pages 179-195); Men's learning in China / Aijing Jin, Zhao Tingyan, Liang Hua and Barry Golding (pages 196-204); Men's learning in Australia / Barry Golding and Annette Foley (pages 205-225); Men's learning in Aotearoa/New Zealand / Brian Findsen (pages 226-243); Men's turn to learn?: discussion and conclusion / Barry Golding, Rob Mark and Annette Foley (pages 244-259). Show less