Flexible Learning, Spatiality and Identity

Descriptions and definitions of flexible organisations and flexible learning programs seem to imply that the processes of teaching and learning can be liberated from the constraints of time and place. This flexibility results in a supply of lifelong learning opportunities where learners can learn at a time and in a place convenient to them. In this article we examine the spatial aspects of flexible learning. Drawing on the work of Foucault, Deleuze, Guattari and actor-network theory, we seek both to explore the significance of the spatial in the provision of learning opportunities and examine its significance for knowledge production and identity. For some, the notion of a deterritorialised lifelong learner, consuming learning opportunities where and when they desire, might have a certain attraction. We argue for a more cautious and analytical approach and the development of cartographical imaginations in continuing education research.