Pub Date : 2021-05-19DOI: 10.3384/RELA.2000-7426.3386
S. Bengtsson, K. Poeck
This paper aims to investigate the corona-crisis as a large-scale, unplanned and unintended global experiment of `public pedagogy'. An investigation is focused on touching upon emergent questions such as: What does our experience of the crisis brought about by the emergence of this specific virus tell us about our assumptions of learning and of public engagement with an issue as a form of public pedagogy? We bring into play transactional theory of teaching and learning, as well as Jan Masschelein's notion of pedagogical milieu of study and Timothy Morton's concept of hyperobject to conceptualize what we can learn from COVID-19 in terms of teaching and learning.
{"title":"What can we learn from COVID-19 as a form of public pedagogy?","authors":"S. Bengtsson, K. Poeck","doi":"10.3384/RELA.2000-7426.3386","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.3386","url":null,"abstract":"This paper aims to investigate the corona-crisis as a large-scale, unplanned and unintended global experiment of `public pedagogy'. An investigation is focused on touching upon emergent questions such as: What does our experience of the crisis brought about by the emergence of this specific virus tell us about our assumptions of learning and of public engagement with an issue as a form of public pedagogy? We bring into play transactional theory of teaching and learning, as well as Jan Masschelein's notion of pedagogical milieu of study and Timothy Morton's concept of hyperobject to conceptualize what we can learn from COVID-19 in terms of teaching and learning.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47130408","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}
We examine testimonies pertaining to the integration of a gender perspective beyond the dichotomy man-woman into practices of affective-sexual adult learning and education (ALE). We are interested in inclusive practices able to expand voices from specific vulnerable groups against discriminations and multiple oppressions among the aged when belonging to LGBTI Communities. The narrative literature review method was chosen, and international scientific search engines and databases were consulted to find literature in Portuguese, Spanish and English. A total of 25 educational interventions were selected for analysis. To discuss the data, we resorted to Barragán Medero’s (1996) theoretical models and postfeminist contributions. The results show a small number of internationally documented experiences on affective-sexual education with the elderly and adults, a prevalence of the integrative model, as well as a scant presence of the LGBTI community. We concluded that there was a need to continue with the implementation of inclusive and egalitarian affective-sexual adult experiences in ALE.
{"title":"LGBTI Sexualities and intersectional research: Looking for inclusion beyond gender in Adult Learning and Education (ALE) Practices","authors":"Rosanna Barros, Agustín Romero López, Alejandro Granero Andújar","doi":"10.3384/RELA.2000-7426.3316","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.3316","url":null,"abstract":"We examine testimonies pertaining to the integration of a gender perspective beyond the dichotomy man-woman into practices of affective-sexual adult learning and education (ALE). We are interested in inclusive practices able to expand voices from specific vulnerable groups against discriminations and multiple oppressions among the aged when belonging to LGBTI Communities. The narrative literature review method was chosen, and international scientific search engines and databases were consulted to find literature in Portuguese, Spanish and English. A total of 25 educational interventions were selected for analysis. To discuss the data, we resorted to Barragán Medero’s (1996) theoretical models and postfeminist contributions. The results show a small number of internationally documented experiences on affective-sexual education with the elderly and adults, a prevalence of the integrative model, as well as a scant presence of the LGBTI community. We concluded that there was a need to continue with the implementation of inclusive and egalitarian affective-sexual adult experiences in ALE.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47401214","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 : 2021-03-10DOI: 10.3384/RELA.2000-7426.1325
Sari Sulkunen, K. Nissinen, Antero Malin
This study used the Programme for International Assessment of Adult Competencies (PIAAC) dataset to examine informal literacy learning’s effects on adults’ literacy proficiency. Also, the factors associated with informal literacy learning at and outside of work were studied. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis, and the results indicate that informal literacy activities at work are associated primarily with occupation, and informal literacy activities outside of work with education, parents’ education and gender. Initial education, occupation, language background and age exerted the strongest estimated associations with reading literacy proficiency. Informal learning, particularly reading outside of work, exerted a statistically significant effect independent of adults’ backgrounds, indicating that it may offer all adults the opportunity to develop literacy proficiency.
{"title":"The role of informal learning in adults’ literacy proficiency","authors":"Sari Sulkunen, K. Nissinen, Antero Malin","doi":"10.3384/RELA.2000-7426.1325","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.1325","url":null,"abstract":"This study used the Programme for International Assessment of Adult Competencies (PIAAC) dataset to examine informal literacy learning’s effects on adults’ literacy proficiency. Also, the factors associated with informal literacy learning at and outside of work were studied. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis, and the results indicate that informal literacy activities at work are associated primarily with occupation, and informal literacy activities outside of work with education, parents’ education and gender. Initial education, occupation, language background and age exerted the strongest estimated associations with reading literacy proficiency. Informal learning, particularly reading outside of work, exerted a statistically significant effect independent of adults’ backgrounds, indicating that it may offer all adults the opportunity to develop literacy proficiency.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962749","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.OJS3464
A. M. Heinemann, Lilia D. Monzo
Migration has become both a consequence of and support structure for global racialised capitalism. A presumed source of support for the people who migrate is adult education, especially the second language learning class. However, as a state organized institution, the policies and practices that govern second-language courses serve to inculcate the ideologies and values that support a racialised capitalist system. We draw on two case examples – the U.S. and Germany – to demonstrate these entanglements. We engage Freire’s critical pedagogy wherein learning contexts encourage students to question the realities of their lives, and Foucault’s ideas regarding heterotopian places where the hegemonic norm is suspended and different approaches of pedagogical work can be implemented. We conclude with the suggestion of different pedagogical paths – a ‘pedagogy of dreaming’ and a ‘pedagogy of courage.’
{"title":"Capitalism, migration, and adult education: Toward a critical project in the second language learning class","authors":"A. M. Heinemann, Lilia D. Monzo","doi":"10.3384/RELA.2000-7426.OJS3464","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.OJS3464","url":null,"abstract":"Migration has become both a consequence of and support structure for global racialised capitalism. A presumed source of support for the people who migrate is adult education, especially the second language learning class. However, as a state organized institution, the policies and practices that govern second-language courses serve to inculcate the ideologies and values that support a racialised capitalist system. We draw on two case examples – the U.S. and Germany – to demonstrate these entanglements. We engage Freire’s critical pedagogy wherein learning contexts encourage students to question the realities of their lives, and Foucault’s ideas regarding heterotopian places where the hegemonic norm is suspended and different approaches of pedagogical work can be implemented. We conclude with the suggestion of different pedagogical paths – a ‘pedagogy of dreaming’ and a ‘pedagogy of courage.’","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41968735","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.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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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