Pub Date : 2023-10-13DOI: 10.3384/rela.2000-7426.4660
Viktor Swillens, Mathias Decuypere, Joke Vandenabeele, Joris Vlieghe
In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fishermen, seals, birds, litter pickers, tourists, plastic producers) constitute a ‘sick’ habitat. Based upon our theory-driven participatory action research with adult inhabitants of the litter polluted Belgian coast, we conclude that a study pedagogy has the power to constitute collective events of emancipation in which inhabitants of damaged living environments can start to inhabit these places, i.e., they become (more) attentive to the reciprocal relationships with other human and non-human entities and respond accordingly with care towards these entanglements.
{"title":"Towards a post-humanist design for educational inclusion","authors":"Viktor Swillens, Mathias Decuypere, Joke Vandenabeele, Joris Vlieghe","doi":"10.3384/rela.2000-7426.4660","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4660","url":null,"abstract":"In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fishermen, seals, birds, litter pickers, tourists, plastic producers) constitute a ‘sick’ habitat. Based upon our theory-driven participatory action research with adult inhabitants of the litter polluted Belgian coast, we conclude that a study pedagogy has the power to constitute collective events of emancipation in which inhabitants of damaged living environments can start to inhabit these places, i.e., they become (more) attentive to the reciprocal relationships with other human and non-human entities and respond accordingly with care towards these entanglements.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855198","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 : 2023-10-13DOI: 10.3384/rela.2000-7426.4653
Helena Colliander, Sofia Nordmark
Adult education has been used as a means to enhance citizens' opportunities to participate and be included in society, but adult education may also construe students as excluded. This study focuses on how teachers in second language education for migrants conceptualise and enact teaching for social inclusion. It draws on Fraser's concept of social justice and Biesta’s aims of sound education. The article is based on observations and interviews with teachers. The findings highlight that the teaching is enacted to develop the students’ language skills for formal qualification and everyday life as well as their knowledge of Civics and norms in Swedish society. Thus, conceptualising the students as emerging participants, lacking skills and knowledge as language users and citizens. This teaching enactment reflects qualification and socialisation as central aims of education, but less of subjectification processes. Consequently, social inclusion is conceptualised as migrants adjusting to society in predefined ways.
{"title":"Teachers’ approaches to social inclusion in second language teaching for adult migrants","authors":"Helena Colliander, Sofia Nordmark","doi":"10.3384/rela.2000-7426.4653","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4653","url":null,"abstract":"Adult education has been used as a means to enhance citizens' opportunities to participate and be included in society, but adult education may also construe students as excluded. This study focuses on how teachers in second language education for migrants conceptualise and enact teaching for social inclusion. It draws on Fraser's concept of social justice and Biesta’s aims of sound education. The article is based on observations and interviews with teachers. The findings highlight that the teaching is enacted to develop the students’ language skills for formal qualification and everyday life as well as their knowledge of Civics and norms in Swedish society. Thus, conceptualising the students as emerging participants, lacking skills and knowledge as language users and citizens. This teaching enactment reflects qualification and socialisation as central aims of education, but less of subjectification processes. Consequently, social inclusion is conceptualised as migrants adjusting to society in predefined ways.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854333","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 : 2023-10-13DOI: 10.3384/rela.2000-7426.4641
Jakob Bickeböller
Using the perspective of neo-institutionalism and institutional logics, this article examines regional networks in the field of literacy and basic education. The goal of the analysis is to identify different forms of community-logics within two actor constellations. For this purpose, two regions are focused within a multiple-case study design. The empirical approach is based on interviews with experts from the field of literacy and basic education. The Interviews are evaluated qualitatively. The interview material will be used to identify different logics of communities in the regions and to examine the contexts in which actors orient themselves to the different logics. It becomes clear that communities in adult basic education are constituted on the basis of both geographical and content related aspects. By becoming a member of the communities, the actors benefit from various advantages. This collaboration ultimately enables the social participation and inclusion of the low-literate in the regions.
{"title":"‘Special offers for target groups that otherwise would not have been reached’","authors":"Jakob Bickeböller","doi":"10.3384/rela.2000-7426.4641","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4641","url":null,"abstract":"Using the perspective of neo-institutionalism and institutional logics, this article examines regional networks in the field of literacy and basic education. The goal of the analysis is to identify different forms of community-logics within two actor constellations. For this purpose, two regions are focused within a multiple-case study design. The empirical approach is based on interviews with experts from the field of literacy and basic education. The Interviews are evaluated qualitatively. The interview material will be used to identify different logics of communities in the regions and to examine the contexts in which actors orient themselves to the different logics. It becomes clear that communities in adult basic education are constituted on the basis of both geographical and content related aspects. By becoming a member of the communities, the actors benefit from various advantages. This collaboration ultimately enables the social participation and inclusion of the low-literate in the regions.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855195","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 : 2023-06-15DOI: 10.3384/rela.2000-7426.4448
Darasimi Oshodi
Otherness is one issue that comes up when discussing migration, and when it comes to asylum seeking in Europe, the topic of discrimination is a pivotal one also due to the rise of nationalistic political parties in the last few years. This paper therefore uses narrative interviews and Axel Honneth’s theory of recognition to explore the experiences of two asylum seekers with discrimination in Italy, and how they were responding to these experiences. The aim of the paper is to highlight how discrimination impacted differently on the participants’ construction of self-identity and their different strategies when it comes to becoming part of the host society.
{"title":"Learning to live with discrimination","authors":"Darasimi Oshodi","doi":"10.3384/rela.2000-7426.4448","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4448","url":null,"abstract":"Otherness is one issue that comes up when discussing migration, and when it comes to asylum seeking in Europe, the topic of discrimination is a pivotal one also due to the rise of nationalistic political parties in the last few years. This paper therefore uses narrative interviews and Axel Honneth’s theory of recognition to explore the experiences of two asylum seekers with discrimination in Italy, and how they were responding to these experiences. The aim of the paper is to highlight how discrimination impacted differently on the participants’ construction of self-identity and their different strategies when it comes to becoming part of the host society.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41894423","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 : 2023-06-15DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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.2000-7426.4691
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":null,"pages":null},"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.2000-7426.4207
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":null,"pages":null},"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.2000-7426.4325
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":null,"pages":null},"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}
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