Pub Date : 2020-10-15DOI: 10.3384/rela.2000-7426.relae21
A. Fejes, Silke Schreiber-Barsch, D. Wildemeersch
{"title":"Editorial: Adult education and migration: a relational matter","authors":"A. Fejes, Silke Schreiber-Barsch, D. Wildemeersch","doi":"10.3384/rela.2000-7426.relae21","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.relae21","url":null,"abstract":"","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"269-273"},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44371542","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.ojs1674
Tetyana Kloubert, Inga Dickerhoff
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 275-291 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung;
成人教育与学习研究[j] .中国社会科学(2020)，5(3):391 - 391。
{"title":"Learning democracy in a new society: German orientation courses for migrants through the lens of Buber’s dialogical education","authors":"Tetyana Kloubert, Inga Dickerhoff","doi":"10.3384/rela.2000-7426.ojs1674","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1674","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 275-291\u0000Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung;","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"275-291"},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41486675","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.ojs1712
A. M. Heinemann, Saman A. Sarabi
The transnational empirical project zooms in on ‘German language classrooms’ and the teachers’ task of dealing with the double bind between ‘the need to teach the German language for the empowerment of the learners’ on the one hand and the consequent ‘reproduction of the hegemonic norm of a monolingual society’ on the other. The teachers in the focus of the project work for institutes of adult education with learners who are migrants and refugees living in Germany or Austria. The results show how teachers frame their work through two central positions. The first can be framed as ‘paternalistic benevolence’and the second as ‘enabling violence’. The latter corresponds to a critical stance reflecting on the harm done in learning spaces while still being inevitable in nation-states that construct themselves as monolingual unities. Pedagogical professionals looking for a responsible path that reduces the violence done to a minimum will discover interesting reflections on the possibilities of how to find an always uncertain and contradictory place in the interstices.
{"title":"Paternalistic Benevolence – Enabling Violence: Teaching the Hegemonic Language in a Double Bind","authors":"A. M. Heinemann, Saman A. Sarabi","doi":"10.3384/rela.2000-7426.ojs1712","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1712","url":null,"abstract":"The transnational empirical project zooms in on ‘German language classrooms’ and the teachers’ task of dealing with the double bind between ‘the need to teach the German language for the empowerment of the learners’ on the one hand and the consequent ‘reproduction of the hegemonic norm of a monolingual society’ on the other. The teachers in the focus of the project work for institutes of adult education with learners who are migrants and refugees living in Germany or Austria. The results show how teachers frame their work through two central positions. The first can be framed as ‘paternalistic benevolence’and the second as ‘enabling violence’. The latter corresponds to a critical stance reflecting on the harm done in learning spaces while still being inevitable in nation-states that construct themselves as monolingual unities. Pedagogical professionals looking for a responsible path that reduces the violence done to a minimum will discover interesting reflections on the possibilities of how to find an always uncertain and contradictory place in the interstices.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44677313","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.ojs1678
S. Eschenbacher
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 367-381 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Padagogische Psychologie;
{"title":"Transformative learning theory and migration: Having transformative and edifying conversations","authors":"S. Eschenbacher","doi":"10.3384/rela.2000-7426.ojs1678","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1678","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 367-381\u0000Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Padagogische Psychologie;","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49095621","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.ojs1711
L. Formenti, S. Luraschi
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 349-365 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Sonstige;
{"title":"Migration, culture contact and the complexity of coexistence: a systemic imagination","authors":"L. Formenti, S. Luraschi","doi":"10.3384/rela.2000-7426.ojs1711","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1711","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 349-365\u0000Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Sonstige;","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"349-365"},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44783265","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: 10.3384/2000-7426.ojs1678
S. Eschenbacher
This paper introduces the concept of transformative conversation inspired by Arcillas concept of edifying conversation, as an extension of TL theorys notion of discourse, in the context of adult education and migration. By contrasting the idea of exchanging arguments with opening space for conversation and ones private quest for meaning and self-understanding, I introduce the idea of becoming a fellow transformative conversationalist as an appropriate attitude for promoting TL. I will (1) differentiate between an instrumental and a transformative notion of learning in the context of migration; (2) engage Rorty in a conversation with TL theory; (3) introduce Arcillas concept of edifying conversation to join and broaden the ongoing conversation and develop the concept of transformative conversation.
{"title":"Transformative learning theory and migration","authors":"S. Eschenbacher","doi":"10.3384/2000-7426.ojs1678","DOIUrl":"https://doi.org/10.3384/2000-7426.ojs1678","url":null,"abstract":"This paper introduces the concept of transformative conversation inspired by Arcillas concept of edifying conversation, as an extension of TL theorys notion of discourse, in the context of adult education and migration. By contrasting the idea of exchanging arguments with opening space for conversation and ones private quest for meaning and self-understanding, I introduce the idea of becoming a fellow transformative conversationalist as an appropriate attitude for promoting TL. I will (1) differentiate between an instrumental and a transformative notion of learning in the context of migration; (2) engage Rorty in a conversation with TL theory; (3) introduce Arcillas concept of edifying conversation to join and broaden the ongoing conversation and develop the concept of transformative conversation.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42982133","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 : 2020-09-22DOI: 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":" ","pages":""},"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":"11 1","pages":"335-348"},"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":"11 1","pages":"383-397"},"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":"29 1","pages":"151-165"},"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}
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