Pub Date : 2021-02-22DOI: 10.3384/RELA.2000-7426.OJS3466
T. Košmerl, Borut Mikulec
{"title":"‘You have to run it like a company’: The marketisation of adult learning and education in Germany and Slovenia","authors":"T. Košmerl, Borut Mikulec","doi":"10.3384/RELA.2000-7426.OJS3466","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.OJS3466","url":null,"abstract":"","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"12 1","pages":"47-63"},"PeriodicalIF":0.8,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42725114","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 : 2021-02-22DOI: 10.3384/RELA.2000-7426.OJS3465
P. Rasmussen
Communities of publics where citizens together develop informed opinion as basis for political decisions is crucial to democracy; and adult education can contribute vitally to such communities. This was argued by two critical social scientists, Charles Wright Mills and Oskar Negt. Researching and writing in different situations and drawing on different traditions, they voiced many of the same concerns about the inequalities and contradictions of modern capitalist societies. Mills and Negt argued that citizens and publics need to grasp the interrelations between society at large and individual lives and troubles. It is also necessary to transgress the immediate reality and its options, to imagine how societies and lives could take different turns, both in negative and positive directions. This article makes a case that imaginative fiction literature can help critical social science and adult education in promoting such social imagination.
{"title":"Public reason, adult education and social imagination","authors":"P. Rasmussen","doi":"10.3384/RELA.2000-7426.OJS3465","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.OJS3465","url":null,"abstract":"Communities of publics where citizens together develop informed opinion as basis for political decisions is crucial to democracy; and adult education can contribute vitally to such communities. This was argued by two critical social scientists, Charles Wright Mills and Oskar Negt. Researching and writing in different situations and drawing on different traditions, they voiced many of the same concerns about the inequalities and contradictions of modern capitalist societies. Mills and Negt argued that citizens and publics need to grasp the interrelations between society at large and individual lives and troubles. It is also necessary to transgress the immediate reality and its options, to imagine how societies and lives could take different turns, both in negative and positive directions. This article makes a case that imaginative fiction literature can help critical social science and adult education in promoting such social imagination.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"12 1","pages":"15-29"},"PeriodicalIF":0.8,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46800458","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 : 2021-02-22DOI: 10.3384/RELA.2000-7426.OJS3463
B. Hake
Critiques of capitalism have constituted the backbone of political economies addressing living, working, and learning conditions in a variety of forms of capitalism. This paper explores different approaches to representations of the future of (adult) education in capitalist Europe. It examines the 1960s and 1970s as a period when rapid technological change was addressed in studies of the future of Europe by proponents of post-industrial society, New Left public intellectuals, professional futurologists, and critics of late capitalism. These studies envisaged quite different futures for both society and organised adult learning. Attention is subsequently focused on the pan-European project Educating Man for the 21st Century during the early 1970s which envisaged the future as ‘neoindustrial/neo-capitalist society’ in the year 2000. In conclusion, the paper offers a critical account of early encounters with neoliberal politics during the 1970s and early 1980s, particularly the cultural materialist work of Raymond Williams.
{"title":"Looking forward backwards: Varieties of capitalisms, alternative futures, and learning landscapes","authors":"B. Hake","doi":"10.3384/RELA.2000-7426.OJS3463","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.OJS3463","url":null,"abstract":"Critiques of capitalism have constituted the backbone of political economies addressing living, working, and learning conditions in a variety of forms of capitalism. This paper explores different approaches to representations of the future of (adult) education in capitalist Europe. It examines the 1960s and 1970s as a period when rapid technological change was addressed in studies of the future of Europe by proponents of post-industrial society, New Left public intellectuals, professional futurologists, and critics of late capitalism. These studies envisaged quite different futures for both society and organised adult learning. Attention is subsequently focused on the pan-European project Educating Man for the 21st Century during the early 1970s which envisaged the future as ‘neoindustrial/neo-capitalist society’ in the year 2000. In conclusion, the paper offers a critical account of early encounters with neoliberal politics during the 1970s and early 1980s, particularly the cultural materialist work of Raymond Williams.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48513166","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 : 2021-02-22DOI: 10.3384/RELA.2000-7426.RELAE22
M. Milana, M. Kopecký, F. Finnegan
{"title":"Editorial: Capitalism(s) and the future of adult education policy","authors":"M. Milana, M. Kopecký, F. Finnegan","doi":"10.3384/RELA.2000-7426.RELAE22","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.RELAE22","url":null,"abstract":"","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"12 1","pages":"7-13"},"PeriodicalIF":0.8,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69506556","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 : 2020-12-14DOI: 10.3384/rela.2000-7426.ojs1717
E. Dopico, A. Ardura, Y. Borrell, L. Miralles, E. Garcia-Vazquez
Working as an interdisciplinary team, from the departments of Education and Biology we organized a short experiential learning seminar followed by a hands-on workshop for the promotion of citizen scientific literacy. Participants were adult lifelong learners enrolled in University programs, and others were adults interested in scientific activities without a motivation towards continuous learning. Through a teaching dynamic based on learning science by doing science, they could make close contact with the research procedures in scientific laboratories and learn about the use of DNA to identify unknown fish species. The data collected about their learning gains in this science literacy experience showed that elder lifelong learners found the basic scientific concepts more difficult to understand than the non-lifelong learners, but were more motivated to engage in science education activities than the latter, which makes them a very interesting potential group to recruit for citizen science initiatives..
{"title":"Boosting adults scientific literacy with experiential learning practices","authors":"E. Dopico, A. Ardura, Y. Borrell, L. Miralles, E. Garcia-Vazquez","doi":"10.3384/rela.2000-7426.ojs1717","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1717","url":null,"abstract":"Working as an interdisciplinary team, from the departments of Education and Biology we organized a short experiential learning seminar followed by a hands-on workshop for the promotion of citizen scientific literacy. Participants were adult lifelong learners enrolled in University programs, and others were adults interested in scientific activities without a motivation towards continuous learning. Through a teaching dynamic based on learning science by doing science, they could make close contact with the research procedures in scientific laboratories and learn about the use of DNA to identify unknown fish species. The data collected about their learning gains in this science literacy experience showed that elder lifelong learners found the basic scientific concepts more difficult to understand than the non-lifelong learners, but were more motivated to engage in science education activities than the latter, which makes them a very interesting potential group to recruit for citizen science initiatives..","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48486334","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 : 2020-11-11DOI: 10.3384/rela.2000-7426.ojs1346
Paula Stone
In this paper I illustrate how auto/biography, drawing on feminist research methodology, enabled me to chronicle and theorise the lived experience of class relations in the academy. I explain how auto-diegetic auto/biographical doctoral research has provided me with ‘both a mode of representation and a mode of reasoning’ (Richardson, 1997, p. 28) which was therapeutic, reflexive, as well as agentic to help me understand the sense of displacement in the academy and how I used my doctorate to redress that.
{"title":"Confronting myself: Using auto/biography to explore the impact of class and education on the formation of self and identity","authors":"Paula Stone","doi":"10.3384/rela.2000-7426.ojs1346","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1346","url":null,"abstract":"In this paper I illustrate how auto/biography, drawing on feminist research methodology, enabled me to chronicle and theorise the lived experience of class relations in the academy. I explain how auto-diegetic auto/biographical doctoral research has provided me with ‘both a mode of representation and a mode of reasoning’ (Richardson, 1997, p. 28) which was therapeutic, reflexive, as well as agentic to help me understand the sense of displacement in the academy and how I used my doctorate to redress that.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"1 1","pages":"1-14"},"PeriodicalIF":0.8,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41428567","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 : 2020-11-11DOI: 10.3384/rela.2000-7426.ojs1479
Paula Guimarães, Borut Mikulec
In this article, we examine the vertical influence of the European Union (EU) policy on recognition of prior learning (RPL) in one Southern European country (Portugal) and in a Central European one (Slovenia). We stress the influence of the EU policy on adult education (AE) policies and the development of RPL granting professional qualification. Although not widely acknowledged in adult education theoretical discussions, we use the RPL models introduced by Judy Harris to debate the main aims of core official RPL national policy documents from 2000 to 2018 using documentary analysis. Comparative analysis of the two countries is made, and similarities and differences between the RPL provisions are debated. Our findings indicate the relevance of the utilitarian approach to RPL within national policies. Furthermore, these findings allow us to question why employers give little attention to adult learners’ qualification acquired through RPL.
{"title":"The paradox of utilitarian recognition of prior learning: the cases of Portugal and Slovenia","authors":"Paula Guimarães, Borut Mikulec","doi":"10.3384/rela.2000-7426.ojs1479","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1479","url":null,"abstract":"In this article, we examine the vertical influence of the European Union (EU) policy on recognition of prior learning (RPL) in one Southern European country (Portugal) and in a Central European one (Slovenia). We stress the influence of the EU policy on adult education (AE) policies and the development of RPL granting professional qualification. Although not widely acknowledged in adult education theoretical discussions, we use the RPL models introduced by Judy Harris to debate the main aims of core official RPL national policy documents from 2000 to 2018 using documentary analysis. Comparative analysis of the two countries is made, and similarities and differences between the RPL provisions are debated. Our findings indicate the relevance of the utilitarian approach to RPL within national policies. Furthermore, these findings allow us to question why employers give little attention to adult learners’ qualification acquired through RPL.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46290529","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 : 2020-10-15DOI: 10.3384/rela.2000-7426.ojs1680
Katrin Ahlgren, Maria Rydell
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Fachdidaktik/Sprache und Literatur;
成人教育与学习研究[j] .中文信息学报(2020)(3):394 - 494。技术与文学;
{"title":"Continuity and change: migrants’ experiences of adult language education in Sweden","authors":"Katrin Ahlgren, Maria Rydell","doi":"10.3384/rela.2000-7426.ojs1680","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1680","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414\u0000Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Fachdidaktik/Sprache und Literatur;","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"399-414"},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47308899","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 : 2020-10-15DOI: 10.3384/rela.2000-7426.ojs1699
Bernd Käpplinger
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 293-308 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Bildungsorganisation, Bildungsplanung und Bildungsrecht;
{"title":"Modernisation of organisations due to migration? Mixed blessings in adult education centres in Germany","authors":"Bernd Käpplinger","doi":"10.3384/rela.2000-7426.ojs1699","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1699","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 293-308\u0000Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Bildungsorganisation, Bildungsplanung und Bildungsrecht;","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"293-308"},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45480319","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 : 2020-10-15DOI: 10.3384/rela.2000-7426.ojs1797
S. Nyström, Magnus Dahlstedt, A. Fejes, Nedžad Mešić
Adult education and its teachers have an important role when it comes to providing knowledge that prepares asylum seekers for a potential life in a new country of residence. In this article we focus on the study circles organised by study associations and analyse the way study circle leaders (SCLs) mobilise their experience of migration in their work with asylum seekers. The article is based on interviews with SCLs and managers, who have been SCLs themselves, and by drawing on a social psychological approach, we analyse SCLs’ relational work with the participants. The analysis shows that SCLs’ migrant background is mobilised as a pedagogical resource and has a prominent influence on the relationship with the participants. However, the relationship is a balancing act, since there is a risk that the asymmetrical pedagogical relationship becomes more symmetrical and thus turns into friendship, guardianship and/or social
{"title":"Mobilising experiences of migration: On the relational work of study circle leaders with asylum seekers","authors":"S. Nyström, Magnus Dahlstedt, A. Fejes, Nedžad Mešić","doi":"10.3384/rela.2000-7426.ojs1797","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1797","url":null,"abstract":"Adult education and its teachers have an important role when it comes to providing knowledge that prepares asylum seekers for a potential life in a new country of residence. In this article we focus on the study circles organised by study associations and analyse the way study circle leaders (SCLs) mobilise their experience of migration in their work with asylum seekers. The article is based on interviews with SCLs and managers, who have been SCLs themselves, and by drawing on a social psychological approach, we analyse SCLs’ relational work with the participants. The analysis shows that SCLs’ migrant background is mobilised as a pedagogical resource and has a prominent influence on the relationship with the participants. However, the relationship is a balancing act, since there is a risk that the asymmetrical pedagogical relationship becomes more symmetrical and thus turns into friendship, guardianship and/or social","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"321-333"},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41601751","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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