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":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":"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.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":null,"pages":null},"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.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":null,"pages":null},"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.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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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