Transformative Learning Transforming Research

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2024-02-13 DOI:10.3384/rela.2000-7426.4841

Ted Fleming

引用次数: 0

Abstract

Two research projects undertaken ten years ago explored the experiences of mature students’ access, progression and drop-out in higher education, relying on Habermas and Honneth for sensitizing concepts. This paper explores the implications of undertaking this research today adopting a different set of sensitizing concepts and in the process transforming the identity of the researcher. To this end, this paper moves beyond Habermas and Honneth to the critical theory of Negt and Kluge as a source of new sensitizing concepts informing a reimagined researcher and research project. Their work on experience, its dialectic nature, imploitation, obstinacy – as an alternative to resilience – and a sociological imagination are explored in order to identify possible new sensitizing concepts for researching adults returning to higher education. Implications for transformative adult education will be identified.

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转型学习转型研究

十年前开展的两个研究项目探讨了成熟期学生在高等教育中的入学、升学和辍学经历，并以哈贝马斯和霍耐特为感性概念。本文探讨了在今天开展这项研究的意义，即采用一套不同的感性概念，并在此过程中转变研究者的身份。为此，本文将超越哈贝马斯和霍耐特，将奈特和克鲁格的批判理论作为新的敏化概念的源泉，为重新构想的研究人员和研究项目提供信息。本文探讨了他们关于经验、经验的辩证性质、利用、顽固（作为复原力的替代）以及社会学想象力的研究成果，以便为研究重返高等教育的成人确定可能的新的感性概念。还将确定对变革性成人教育的影响。

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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