Pub Date : 2023-06-15DOI: 10.3384/rela.2000-7426.4637
M. Milana, Borut Mikulec
Following the COVID-19 pandemic, international organisations and governments have issued mitigation policies, and (re)oriented broader policy strategies to respond to new problematisations about the future. In this context, the education ministers of the European Union (EU) adopted a Council Resolution on a new European agenda for adult learning 2021-2030. Drawing on the Advocacy Coalition Framework (ACF), this paper examines the political mobilisation and agenda setting behind this Resolution through network ethnography and the analysis of belief systems. The findings point at an increased social dialogue, favoured by an ‘uncommon’ way – as by our informants – through which the Slovenian Ministry of Education pursued the agreed priority at EU level, while holding the rotating Presidency of the Council of the EU. While visibility of adult learning rose under COVID-19, advocacy coalitions formed at national (Slovenian) and European level facilitated stronger alignment in agenda setting among different actors towards a holistic approach that calls for inter-sectorial and multi-stakeholder collaboration.
{"title":"Setting the new European agenda for adult learning 2021-2030","authors":"M. Milana, Borut Mikulec","doi":"10.3384/rela.2000-7426.4637","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4637","url":null,"abstract":"Following the COVID-19 pandemic, international organisations and governments have issued mitigation policies, and (re)oriented broader policy strategies to respond to new problematisations about the future. In this context, the education ministers of the European Union (EU) adopted a Council Resolution on a new European agenda for adult learning 2021-2030. Drawing on the Advocacy Coalition Framework (ACF), this paper examines the political mobilisation and agenda setting behind this Resolution through network ethnography and the analysis of belief systems. The findings point at an increased social dialogue, favoured by an ‘uncommon’ way – as by our informants – through which the Slovenian Ministry of Education pursued the agreed priority at EU level, while holding the rotating Presidency of the Council of the EU. While visibility of adult learning rose under COVID-19, advocacy coalitions formed at national (Slovenian) and European level facilitated stronger alignment in agenda setting among different actors towards a holistic approach that calls for inter-sectorial and multi-stakeholder collaboration.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44863952","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 : 2023-05-05DOI: 10.3384/rela.2000-7426.4328
V. Vesterberg
The aim of this article is to gain knowledge about how people engaged in EU-funded social initiatives targeting poor EU migrants in Sweden reason about the meaning, hardships, and possibilities they ascribe to the concept of social inclusion. The empirical material consists of a key policy and interviews with staff involved in these social initiatives. The analytical approach is constructionist, inspired by Foucault, focusing on how target groups are constructed, problematised and governed as learners not yet socially included in society or the labour market. In the concluding discussion, the results are discussed in relation to Levitas’ thoughts on social inclusion. Key results indicate that discourses on the national and EU level can both facilitate and hinder learning and social inclusion for vulnerable citizens. The article concludes that free mobility within the EU makes belonging and responsibility a complex issue for those engaged in learning for social inclusion.
{"title":"Citizenship, learning and social inclusion","authors":"V. Vesterberg","doi":"10.3384/rela.2000-7426.4328","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4328","url":null,"abstract":"The aim of this article is to gain knowledge about how people engaged in EU-funded social initiatives targeting poor EU migrants in Sweden reason about the meaning, hardships, and possibilities they ascribe to the concept of social inclusion. The empirical material consists of a key policy and interviews with staff involved in these social initiatives. The analytical approach is constructionist, inspired by Foucault, focusing on how target groups are constructed, problematised and governed as learners not yet socially included in society or the labour market. In the concluding discussion, the results are discussed in relation to Levitas’ thoughts on social inclusion. Key results indicate that discourses on the national and EU level can both facilitate and hinder learning and social inclusion for vulnerable citizens. The article concludes that free mobility within the EU makes belonging and responsibility a complex issue for those engaged in learning for social inclusion.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49342133","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 : 2023-02-20DOI: 10.3384/rela.2000-7426.4242
Alexandra Mitsiali
This article covers the places that came to constitute the pivotal points of reference in the narration of the life of Z., a female migrant from Albania to Greece. It attempts to highlight the function of such places as cognitive and reconstructive frames that signify the life, memories and biographical plans of the narrator, the shaping but also the reception of a personal and social identity by herself as also by others. It attempts to point to the meaning of such places not only in the sense of the scenography (setting) of a life and its narration, but also as the defining elements in the trajectory and self-knowledge of an immigrant.
{"title":"Routes and revisits: Places of tribulations and places of desire in the narration of Z.","authors":"Alexandra Mitsiali","doi":"10.3384/rela.2000-7426.4242","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4242","url":null,"abstract":"This article covers the places that came to constitute the pivotal points of reference in the narration of the life of Z., a female migrant from Albania to Greece. It attempts to highlight the function of such places as cognitive and reconstructive frames that signify the life, memories and biographical plans of the narrator, the shaping but also the reception of a personal and social identity by herself as also by others. It attempts to point to the meaning of such places not only in the sense of the scenography (setting) of a life and its narration, but also as the defining elements in the trajectory and self-knowledge of an immigrant.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42716424","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 : 2023-02-14DOI: 10.3384/rela.2000-7426.4207
Piotr Kowzan
In this article, the protest songs of teachers on strike were analysed as a traditional pedagogical tool of popular education, social movements, and trade unions. An important context for this was the commodification of the entertainment market, expectations towards the teaching profession, and the state of musical competencies in the population. By identifying what the essence of teaching in the teachers' protest songs was, recommendations for making these activities more educational and politically more effective have been presented. The songs might have played a role in the demise of the strike, in the specific political context, described in the paper. Using the comparisons of teachers to animals by the teachers themselves was a common, but risky tactic.
{"title":"The humiliated began to sing","authors":"Piotr Kowzan","doi":"10.3384/rela.2000-7426.4207","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4207","url":null,"abstract":"In this article, the protest songs of teachers on strike were analysed as a traditional pedagogical tool of popular education, social movements, and trade unions. An important context for this was the commodification of the entertainment market, expectations towards the teaching profession, and the state of musical competencies in the population. By identifying what the essence of teaching in the teachers' protest songs was, recommendations for making these activities more educational and politically more effective have been presented. The songs might have played a role in the demise of the strike, in the specific political context, described in the paper. Using the comparisons of teachers to animals by the teachers themselves was a common, but risky tactic.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46209243","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 : 2023-02-14DOI: 10.3384/rela.2000-7426.4691
F. Finnegan, A. Fragoso, Barbara Merrill
{"title":"Radical popular education today","authors":"F. Finnegan, A. Fragoso, Barbara Merrill","doi":"10.3384/rela.2000-7426.4691","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4691","url":null,"abstract":" ","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41986026","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 : 2023-02-14DOI: 10.3384/rela.2000-7426.4325
Laura Ruiz-Eugenio, Itxaso Tellado, Rosa Valls-Carol, Regina Gairal-Casadó
Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances and difficulties. This article presents a path of events, a history of interventions and findings from research on how dialogic popular education has affected and changed educational practices as well as how research is approached elsewhere in Europe. In addition, it presents ways in which a radical commitment to social change can be combined with scientific standards in the pursuit of achieving a better society for all.
La Verneda-Sant Martí西班牙成人学校受保罗·弗莱雷(Paulo Freire)的影响，开展了对话式大众教育，产生了一系列重大的社会和教育影响。这种对话式的大众教育从消除压迫的解放方法开始，不顾持续存在的障碍和困难，抵制并改变了西班牙教育领域的各个方面。这篇文章展示了事件的发展轨迹、干预的历史和研究结果，这些研究来自于对话式大众教育如何影响和改变教育实践，以及欧洲其他地方的研究方法。此外，它还提出了将对社会变革的根本承诺与科学标准相结合的方法，以期为所有人实现一个更美好的社会。
{"title":"Dialogic popular education in Spain and its impact on society, educational and social theory, and European research","authors":"Laura Ruiz-Eugenio, Itxaso Tellado, Rosa Valls-Carol, Regina Gairal-Casadó","doi":"10.3384/rela.2000-7426.4325","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4325","url":null,"abstract":"Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances and difficulties. This article presents a path of events, a history of interventions and findings from research on how dialogic popular education has affected and changed educational practices as well as how research is approached elsewhere in Europe. In addition, it presents ways in which a radical commitment to social change can be combined with scientific standards in the pursuit of achieving a better society for all.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47517192","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 : 2023-02-14DOI: 10.3384/rela.2000-7426.4199
Juha Suoranta
This article studies the possibilities of reclaiming and revitalising popular adult education in Finland’s neoliberally driven managerial university and addresses the place for popular adult education in it. In Finland, popular adult education has been taught at a university level since the 1920s. Currently, it has a marginal position in academia. This descriptive case study ponders the role of teaching popular adult education in Finnish universities and describes the pilot program on popular adult education organised at Tampere University in 2020. The study suggests that popular adult education, even in managerial universities, can provide students and practitioners with meaningful knowledge and the means to build global humanity and a sustainable future. In conclusion, the article discusses the future of popular adult education and its role in the university.
{"title":"Is There a Place for Popular Adult Education in the Managerial University?","authors":"Juha Suoranta","doi":"10.3384/rela.2000-7426.4199","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4199","url":null,"abstract":"This article studies the possibilities of reclaiming and revitalising popular adult education in Finland’s neoliberally driven managerial university and addresses the place for popular adult education in it. In Finland, popular adult education has been taught at a university level since the 1920s. Currently, it has a marginal position in academia. This descriptive case study ponders the role of teaching popular adult education in Finnish universities and describes the pilot program on popular adult education organised at Tampere University in 2020. The study suggests that popular adult education, even in managerial universities, can provide students and practitioners with meaningful knowledge and the means to build global humanity and a sustainable future. In conclusion, the article discusses the future of popular adult education and its role in the university.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48278354","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 : 2023-02-14DOI: 10.3384/rela.2000-7426.4186
M. Muraca
The paper explores the importance of social movements as reinventors of Paulo Freire’s pedagogy and promoters of a radical popular education. It particularly focuses on the Movimento de Mulheres Camponesas (MMC) (Peasant Women’s Movement), which was founded in 2004 and is currently organised in eighteen Brazilian States. My reflections arise from a collaborative and multi-sited ethnography conducted with the Movement in the State of Santa Catarina, in the South of Brazil, between 2011 and 2015. In the light of this research, I will argue that the Freirean inspiration represents a path and a challenge for the MMC and is evident in its genealogy, struggles for education, political-educational methodologies and in the process of forming of militant subjectivities. On the other hand, I will argue that the Movement contributes to expanding Freire’s proposal to new themes, such as: feminist struggles and the environmental question.
{"title":"Re-inventing Paulo Freire","authors":"M. Muraca","doi":"10.3384/rela.2000-7426.4186","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4186","url":null,"abstract":"The paper explores the importance of social movements as reinventors of Paulo Freire’s pedagogy and promoters of a radical popular education. It particularly focuses on the Movimento de Mulheres Camponesas (MMC) (Peasant Women’s Movement), which was founded in 2004 and is currently organised in eighteen Brazilian States. My reflections arise from a collaborative and multi-sited ethnography conducted with the Movement in the State of Santa Catarina, in the South of Brazil, between 2011 and 2015. In the light of this research, I will argue that the Freirean inspiration represents a path and a challenge for the MMC and is evident in its genealogy, struggles for education, political-educational methodologies and in the process of forming of militant subjectivities. On the other hand, I will argue that the Movement contributes to expanding Freire’s proposal to new themes, such as: feminist struggles and the environmental question.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47096984","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 : 2023-02-14DOI: 10.3384/rela.2000-7426.4324
Astrid Von Kotze, S. Walters
The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We ‘join the dots’ using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldview needs to be disrupted. Drawing on multiple examples from Africa, we conclude that ways to do this require the foregrounding of cognitive justice which includes recognising the validity of multiple knowledges, learning from others and supporting communities’ in their struggles for reparation, reclamation and conservation of their land. These actions can be amplified in engagements which disrupt the unsustainable behaviour and policies of the wealthy. We argue that radical popular education in these times is climate just and ecofeminist.
{"title":"Taking risks","authors":"Astrid Von Kotze, S. Walters","doi":"10.3384/rela.2000-7426.4324","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4324","url":null,"abstract":"The climate catastrophe is a clarion call to humanity to change how we live. How do radical popular educators respond to this call? We ‘join the dots’ using climate justice, ecofeminism and our own insights from our engaged activist scholarship as theoretical positions to explore this question. Dominant Western worldviews which separate humans from other life forms contribute to ecological degradation. For climate justice, this hard-wired worldview needs to be disrupted. Drawing on multiple examples from Africa, we conclude that ways to do this require the foregrounding of cognitive justice which includes recognising the validity of multiple knowledges, learning from others and supporting communities’ in their struggles for reparation, reclamation and conservation of their land. These actions can be amplified in engagements which disrupt the unsustainable behaviour and policies of the wealthy. We argue that radical popular education in these times is climate just and ecofeminist.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47845922","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 : 2023-02-14DOI: 10.3384/rela.2000-7426.4420
Silke Schreiber-Barsch, J. B. Bulugu, Lukas Eble
This conceptual paper presents an encounter of a work regarding education on self-reliance by Tanzanian educator Julius K. Nyerere (1922–1999) with a work by Brazilian educator Paolo Freire (1921–1997) on education for liberation to explore their relevance for contemporary radical popular education. To this end, the study aligns with the methodological approaches used in qualitative comparative education research. Entering into a comparative dialogue between both contributions contextualises the respective features of each contribution and allows a systematic dialogue between commonalities and differences and for conclusions to be drawn regarding radical popular education. Solidarity and sustainability serve as guiding categories in this endeavour. They point conclusively to the benefits of further theoretical encounters (with, for example, the philosophy of ubuntu), to the risks of neoliberal reinterpretations and, against this background, to the quest for nurturing contemporary approaches in radical popular education in adult education academia, research and practice under the auspices of social change and transformation.
{"title":"Encountering works by Nyerere and Freire","authors":"Silke Schreiber-Barsch, J. B. Bulugu, Lukas Eble","doi":"10.3384/rela.2000-7426.4420","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4420","url":null,"abstract":"This conceptual paper presents an encounter of a work regarding education on self-reliance by Tanzanian educator Julius K. Nyerere (1922–1999) with a work by Brazilian educator Paolo Freire (1921–1997) on education for liberation to explore their relevance for contemporary radical popular education. To this end, the study aligns with the methodological approaches used in qualitative comparative education research. Entering into a comparative dialogue between both contributions contextualises the respective features of each contribution and allows a systematic dialogue between commonalities and differences and for conclusions to be drawn regarding radical popular education. Solidarity and sustainability serve as guiding categories in this endeavour. They point conclusively to the benefits of further theoretical encounters (with, for example, the philosophy of ubuntu), to the risks of neoliberal reinterpretations and, against this background, to the quest for nurturing contemporary approaches in radical popular education in adult education academia, research and practice under the auspices of social change and transformation.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44556073","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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