Adult education and belonging

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2023-10-13 DOI:10.3384/rela.2000-7426.4651

Alexis Oviedo, Karem Roitman

引用次数: 0

Abstract

Access to education is a matter of individual and communal justice and development. However, simple access to education, and simple inclusion as often noted in DEI, fail to capture the structures of power and inequality that limit the potential of education. It is not enough to be in education, we must aim for an education adult students can belong to. This requires that we re-conceptualize belonging as complex, non-binary, and multifaceted, acknowledging the struggles of our adult students to participate in education. For this re-conceptualization, we call upon theories of liminal belonging, in particular Anzaldúa's idea of mestiza consciousness. We use adult education students in Ecuador as a case study to reflect on the gender and identity struggles to belong and conclude with some recommendations of how pedagogy and institutions can be adapted to foster belonging for adult learners.

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成人教育与归属

受教育的机会是个人和社会正义与发展的问题。然而，简单的受教育机会和简单的包容，如DEI经常指出的那样，未能捕捉到限制教育潜力的权力结构和不平等。仅仅在教育上是不够的，我们必须瞄准一种成人学生都能属于的教育。这就要求我们重新定义归属是复杂的、非二元的和多方面的，承认我们成年学生参与教育的斗争。对于这种重新概念化，我们呼吁阈限归属理论，特别是Anzaldúa关于混血儿意识的观点。我们以厄瓜多尔的成人教育学生为案例研究，反思性别和身份归属的斗争，并就如何调整教学方法和制度来促进成人学习者的归属感提出一些建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).

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