Flexibility has become a watchword in modern education, but itsimplementation is by no means a straightforward matter. FlexiblePedagogy, Flexible Practice sheds light on the oftentaken-for-granted assumptions that inform daily practice and examinesthe institutional dynamics that help and hinder efforts towardsflexibility. The collection is international in scope, drawing on theexperience of specialists in distance education from North America, theUnited Kingdom, Australia and New Zealand, South Africa, Singapore, andJapan. Contributors to the volume were asked to reflect candidly andcritically on questions that include:
What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whosebenefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility,and what are some of the compromises it can entail?
In addressing these and other issues, the authors offer a wealth oftheoretical insights and a frank assessment of their practicalexperience. Their report from the trenches will be invaluable to anyoneseeking to broaden the reach of higher education.
