Pub Date : 2020-09-22DOI: 10.3384/RELA.2000-7426.OJS1845
P. Alheit
‘Biographicity’ is a concept that has been discussed in international adult education for more than 30 years. It has stimulated research concepts and has become a metaphor for the resilience potential of biographical learning processes in modernised modern societies. A basic theoretical foundation has so far been lacking. This article attempts to provide such a foundation. The stimulating influence of modern neurobiology will be discussed in the first section (1). Afterwards, innovations and restrictions of a systemtheoretically reformulated biography theory will be the issue (2). Its self-referentiality blockades can be illustrated clearly by the problem of the social construction of ‘gender’, in which we also reach the limits of the interactionist concept of construction (3). This theoretical discourse creates a concept of its own: the idea of a ‘biographical habitus’ as the ‘mental grammar’ of life in postmodern societies (4).
{"title":"Biographicity as ‘mental grammar’ of postmodern life","authors":"P. Alheit","doi":"10.3384/RELA.2000-7426.OJS1845","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.OJS1845","url":null,"abstract":"‘Biographicity’ is a concept that has been discussed in international adult education for more than 30 years. It has stimulated research concepts and has become a metaphor for the resilience potential of biographical learning processes in modernised modern societies. A basic theoretical foundation has so far been lacking. This article attempts to provide such a foundation. The stimulating influence of modern neurobiology will be discussed in the first section (1). Afterwards, innovations and restrictions of a systemtheoretically reformulated biography theory will be the issue (2). Its self-referentiality blockades can be illustrated clearly by the problem of the social construction of ‘gender’, in which we also reach the limits of the interactionist concept of construction (3). This theoretical discourse creates a concept of its own: the idea of a ‘biographical habitus’ as the ‘mental grammar’ of life in postmodern societies (4).","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48818852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-20DOI: 10.3384/rela.2000-7426.ojs1685
Satu Heimo, Katriina Tapanila, Anna Ojapelto, A. Heikkinen
Peerness is a common approach to learning, especially in Nordic adult education, but is increasingly adopted by European Union (EU)-funded projects that aim to improve migrants’ employability. This article discusses action research that evaluated an ESFfunded project, run by a Finnish popular adult education association in collaboration with vocational adult education institutes, NGOs, and a trade union. The project trained migrants to become peer group guides and empower migrant-background participants for employment. The training prepared guides to become experiential experts, but increased the distance between the participants and themselves. The guidance could even strengthen the otherness of participants when the peerness was based solely on sharing a migrant background. Voluntary peer guidance may reinforce this separation, but dependence on ESF funding also shapes mainstream adult education; therefore, the empowerment of migrants should build on collaboration between experiential experts and guidance professionals as part of the regular adult education system.
{"title":"The Potential of Peer Guidance to Empower Migrants for Employment","authors":"Satu Heimo, Katriina Tapanila, Anna Ojapelto, A. Heikkinen","doi":"10.3384/rela.2000-7426.ojs1685","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1685","url":null,"abstract":"Peerness is a common approach to learning, especially in Nordic adult education, but is increasingly adopted by European Union (EU)-funded projects that aim to improve migrants’ employability. This article discusses action research that evaluated an ESFfunded project, run by a Finnish popular adult education association in collaboration with vocational adult education institutes, NGOs, and a trade union. The project trained migrants to become peer group guides and empower migrant-background participants for employment. The training prepared guides to become experiential experts, but increased the distance between the participants and themselves. The guidance could even strengthen the otherness of participants when the peerness was based solely on sharing a migrant background. Voluntary peer guidance may reinforce this separation, but dependence on ESF funding also shapes mainstream adult education; therefore, the empowerment of migrants should build on collaboration between experiential experts and guidance professionals as part of the regular adult education system.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-20DOI: 10.3384/rela.2000-7426.ojs1476
H. Shan
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 383-397 Padagogische Teildisziplin: Berufs- und Wirtschaftspadagogik; Erwachsenenbildung / Weiterbildung;
{"title":"Knowledge ‘transfer’ as sociocultural and sociomaterial practice: Immigrants expanding engineering practices in Canada","authors":"H. Shan","doi":"10.3384/rela.2000-7426.ojs1476","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1476","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 383-397\u0000Padagogische Teildisziplin: Berufs- und Wirtschaftspadagogik; Erwachsenenbildung / Weiterbildung;","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48853431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-02DOI: 10.3384/rela.2000-7426.ojs1049
Anu Järvensivu
The aim of this study is to shed light on the varieties of workers´ agencies in working life change situations, which is an under-researched topic in the literature of workplace learning and in working life studies. The research questions are what kinds of agencies there are to be found when workers encounter changes and how the different kinds of agencies are connected together. The understanding of agency is grounded on the subject-centered socio-cultural approach, whereas the methodological approach is based on applying life-course perspective on research material consisting of 48 working life narratives written by Finnish adults. The narratives are analyzed by abductive content analysis. The results reveal the dynamical and periodical processes between the different kinds of agencies during one´s working life narrative. The different forms of agency overlap and rotate. Suffering can be seen as a dynamic concept mediating transformative agencies, small agency and resistance.
{"title":"Varieties of agencies during working life changes","authors":"Anu Järvensivu","doi":"10.3384/rela.2000-7426.ojs1049","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1049","url":null,"abstract":"The aim of this study is to shed light on the varieties of workers´ agencies in working life change situations, which is an under-researched topic in the literature of workplace learning and in working life studies. The research questions are what kinds of agencies there are to be found when workers encounter changes and how the different kinds of agencies are connected together. The understanding of agency is grounded on the subject-centered socio-cultural approach, whereas the methodological approach is based on applying life-course perspective on research material consisting of 48 working life narratives written by Finnish adults. The narratives are analyzed by abductive content analysis. The results reveal the dynamical and periodical processes between the different kinds of agencies during one´s working life narrative. The different forms of agency overlap and rotate. Suffering can be seen as a dynamic concept mediating transformative agencies, small agency and resistance.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-02DOI: 10.3384/rela.2000-7426.rela1039
Anu Järvensivu
The aim of this study is to shed light on the varieties of workers´ agencies in working life change situations, which is an under-researched topic in the literature of workplace learning and in working life studies. The research questions are what kinds of agencies there are to be found when workers encounter changes and how the different kinds of agencies are connected together. The understanding of agency is grounded on the subject-centered socio-cultural approach, whereas the methodological approach is based on applying life-course perspective on research material consisting of 48 working life narratives written by Finnish adults. The narratives are analyzed by abductive content analysis. The results reveal the dynamical and periodical processes between the different kinds of agencies during one´s working life narrative. The different forms of agency overlap and rotate. Suffering can be seen as a dynamic concept mediating transformative agencies, small agency and resistance.
{"title":"Varieties of agencies during working life changes","authors":"Anu Järvensivu","doi":"10.3384/rela.2000-7426.rela1039","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela1039","url":null,"abstract":"The aim of this study is to shed light on the varieties of workers´ agencies in working life change situations, which is an under-researched topic in the literature of workplace learning and in working life studies. The research questions are what kinds of agencies there are to be found when workers encounter changes and how the different kinds of agencies are connected together. The understanding of agency is grounded on the subject-centered socio-cultural approach, whereas the methodological approach is based on applying life-course perspective on research material consisting of 48 working life narratives written by Finnish adults. The narratives are analyzed by abductive content analysis. The results reveal the dynamical and periodical processes between the different kinds of agencies during one´s working life narrative. The different forms of agency overlap and rotate. Suffering can be seen as a dynamic concept mediating transformative agencies, small agency and resistance.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43472664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-12DOI: 10.3384/rela.2000-7426.rela9214
Anke Grotlüschen, Klaus Buddeberg
Large-scale studies such as Programme for the international assessment of adult competencies (PIAAC) are currently the most influential variant of literacy research. PIAAC is undergoing a process of regional expansion towards countries located in the geographical south. Based on the finding that large-scale studies can create stereotypes about social groups, this contribution examines the extent to which this danger also exists with regard to countries and regions. For doing so we suggest the term southering. Southering brings together the discourses about the South with the concept of othering, introduced by Said (1978). The presentation of the results as tables and world maps can result in exposing countries of the South to a pronounced deficit perspective. The contribution does not pursue the goal of questioning the legitimacy of international studies. Rather, we would like to point out the necessity of exercising due care in the interpretation of corresponding study results.
{"title":"PIAAC and the South – Is Southering the new Othering? Global Expansion of dominant Discourses on Adult Literacy","authors":"Anke Grotlüschen, Klaus Buddeberg","doi":"10.3384/rela.2000-7426.rela9214","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9214","url":null,"abstract":"Large-scale studies such as Programme for the international assessment of adult competencies (PIAAC) are currently the most influential variant of literacy research. PIAAC is undergoing a process of regional expansion towards countries located in the geographical south. Based on the finding that large-scale studies can create stereotypes about social groups, this contribution examines the extent to which this danger also exists with regard to countries and regions. For doing so we suggest the term southering. Southering brings together the discourses about the South with the concept of othering, introduced by Said (1978). The presentation of the results as tables and world maps can result in exposing countries of the South to a pronounced deficit perspective. The contribution does not pursue the goal of questioning the legitimacy of international studies. Rather, we would like to point out the necessity of exercising due care in the interpretation of corresponding study results.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44582253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-12DOI: 10.3384/rela.2000-7426.ojs1027
Piotr Kowzan
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 415-428 Padagogische Teildisziplin: Berufs- und Wirtschaftspadagogik; Erwachsenenbildung / Weiterbildung;
{"title":"Debt, learning and migration in the time of crisis","authors":"Piotr Kowzan","doi":"10.3384/rela.2000-7426.ojs1027","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1027","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 415-428\u0000Padagogische Teildisziplin: Berufs- und Wirtschaftspadagogik; Erwachsenenbildung / Weiterbildung;","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44164656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-12DOI: 10.3384/rela.2000-7426.ojs981
Mary Bovill, Charles Anderson
This article reports on part of a project that introduced philosophy programmes to a number of Scottish prisons. It centres on the deployment within these prisons of McCall’s (1991) Community of Philosophical Inquiry (CoPI). It provides a rationale for, and analyses the participation structure, of CoPI, setting out how its communicative constraints and demands provided prisoners with novel means of reasoning and engaging in dialogue with others and with oneself. In interviews conducted with a sample of participants, they described how the critical listening to, and reasoning with, each other in CoPI tutorials had allowed them to develop greater self-awareness and a more reflexive understanding of their own thinking and actions. Findings are framed within sociocultural theorising on literacies, learning and identity. Drawing on Holland, Lachicotte, Skinner & Cain (1998) account of identity and agency, we show how CoPI afforded participants a new positionality and discursive practices.
{"title":"Changing the subject: A community of philosophical inquiry in prisons","authors":"Mary Bovill, Charles Anderson","doi":"10.3384/rela.2000-7426.ojs981","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs981","url":null,"abstract":"This article reports on part of a project that introduced philosophy programmes to a number of Scottish prisons. It centres on the deployment within these prisons of McCall’s (1991) Community of Philosophical Inquiry (CoPI). It provides a rationale for, and analyses the participation structure, of CoPI, setting out how its communicative constraints and demands provided prisoners with novel means of reasoning and engaging in dialogue with others and with oneself. In interviews conducted with a sample of participants, they described how the critical listening to, and reasoning with, each other in CoPI tutorials had allowed them to develop greater self-awareness and a more reflexive understanding of their own thinking and actions. Findings are framed within sociocultural theorising on literacies, learning and identity. Drawing on Holland, Lachicotte, Skinner & Cain (1998) account of identity and agency, we show how CoPI afforded participants a new positionality and discursive practices.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141223387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9203
Maren Elfert, Judith Walker
There was a period of time, from the late 1980s until the early/mid-2000s, when interest in adult literacy in Canada was strong among the public, in the media, and with policymakers, and a policy window opened for the mainstreaming of literacy. Against this background, it is surprising that the Canadian literacy infrastructure was subsequently largely dismantled. Drawing on theories of policy formation, and recent and previous research, including interviews with key stakeholders, we argue that mainstreaming literacy has failed and explore the reasons for this failure. The paper is structured in three sections. First, we report on the construction of an adult literacy infrastructure in Canada over two phases: i) the period from the 1970s up until the launch of the International Adult Literacy Survey (IALS) in 1994; ii) the story of IALS and changes occurring up until around 2005. Second, we examine the reasons for the failure of the mainstreaming of literacy in Canada. We conclude with further reflections on the present situation in which adult literacy has been largely reduced to employability skills which are under-supported.
{"title":"The Rise and Fall of Adult Literacy: Policy Lessons from Canada","authors":"Maren Elfert, Judith Walker","doi":"10.3384/rela.2000-7426.rela9203","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9203","url":null,"abstract":"There was a period of time, from the late 1980s until the early/mid-2000s, when interest in adult literacy in Canada was strong among the public, in the media, and with policymakers, and a policy window opened for the mainstreaming of literacy. Against this background, it is surprising that the Canadian literacy infrastructure was subsequently largely dismantled. Drawing on theories of policy formation, and recent and previous research, including interviews with key stakeholders, we argue that mainstreaming literacy has failed and explore the reasons for this failure. The paper is structured in three sections. First, we report on the construction of an adult literacy infrastructure in Canada over two phases: i) the period from the 1970s up until the launch of the International Adult Literacy Survey (IALS) in 1994; ii) the story of IALS and changes occurring up until around 2005. Second, we examine the reasons for the failure of the mainstreaming of literacy in Canada. We conclude with further reflections on the present situation in which adult literacy has been largely reduced to employability skills which are under-supported.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9148
Z. Thusi, A. Harley
Research over the last few decades has supported the contention that ‘there are different literacy practices in different domains of social life ....[and] these change over time’ (Hamilton, Tett, & Crowther, 2012, p.3). In this article, we use ‘political literacy’, as conceived by Paulo Freire, as a theoretical lens through which to consider non-formal education in the changing context of South Africa. After considering the influence of Freire’s thinking in the black consciousness (BC) movement in South Africa during the 1970s, we consider a current BC-aligned non-formal education intervention in Freedom Park, a township outside Johannesburg, drawing on research conducted in 2018. This used snowball sampling and qualitative data collection methods, including observation of a ‘political class’ currently run in the community. We found that, in contrast to ways in which Freire was used in the BC movement in the anti-Apartheid struggle, the ‘political class’ leaned towards what Freire termed the authoritarian left.
{"title":"'Political literacy' in South Africa","authors":"Z. Thusi, A. Harley","doi":"10.3384/rela.2000-7426.rela9148","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9148","url":null,"abstract":"Research over the last few decades has supported the contention that ‘there are different literacy practices in different domains of social life ....[and] these change over time’ (Hamilton, Tett, & Crowther, 2012, p.3). In this article, we use ‘political literacy’, as conceived by Paulo Freire, as a theoretical lens through which to consider non-formal education in the changing context of South Africa. After considering the influence of Freire’s thinking in the black consciousness (BC) movement in South Africa during the 1970s, we consider a current BC-aligned non-formal education intervention in Freedom Park, a township outside Johannesburg, drawing on research conducted in 2018. This used snowball sampling and qualitative data collection methods, including observation of a ‘political class’ currently run in the community. We found that, in contrast to ways in which Freire was used in the BC movement in the anti-Apartheid struggle, the ‘political class’ leaned towards what Freire termed the authoritarian left.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44043327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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