Pub Date : 2020-06-02DOI: 10.3384/rela.2000-7426.rela1039
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.rela1039","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela1039","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":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43472664","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 : 2020-03-12DOI: 10.3384/rela.2000-7426.rela9214
Anke Grotlüschen, Klaus Buddeberg
Large-scale studies such as Programme for the international assessment of adult competencies (PIAAC) are currently the most influential variant of literacy research. PIAAC is undergoing a process of regional expansion towards countries located in the geographical south. Based on the finding that large-scale studies can create stereotypes about social groups, this contribution examines the extent to which this danger also exists with regard to countries and regions. For doing so we suggest the term southering. Southering brings together the discourses about the South with the concept of othering, introduced by Said (1978). The presentation of the results as tables and world maps can result in exposing countries of the South to a pronounced deficit perspective. The contribution does not pursue the goal of questioning the legitimacy of international studies. Rather, we would like to point out the necessity of exercising due care in the interpretation of corresponding study results.
{"title":"PIAAC and the South – Is Southering the new Othering? Global Expansion of dominant Discourses on Adult Literacy","authors":"Anke Grotlüschen, Klaus Buddeberg","doi":"10.3384/rela.2000-7426.rela9214","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9214","url":null,"abstract":"Large-scale studies such as Programme for the international assessment of adult competencies (PIAAC) are currently the most influential variant of literacy research. PIAAC is undergoing a process of regional expansion towards countries located in the geographical south. Based on the finding that large-scale studies can create stereotypes about social groups, this contribution examines the extent to which this danger also exists with regard to countries and regions. For doing so we suggest the term southering. Southering brings together the discourses about the South with the concept of othering, introduced by Said (1978). The presentation of the results as tables and world maps can result in exposing countries of the South to a pronounced deficit perspective. The contribution does not pursue the goal of questioning the legitimacy of international studies. Rather, we would like to point out the necessity of exercising due care in the interpretation of corresponding study results.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"167-181"},"PeriodicalIF":0.8,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44582253","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 : 2020-03-12DOI: 10.3384/rela.2000-7426.ojs1027
Piotr Kowzan
European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 415-428 Padagogische Teildisziplin: Berufs- und Wirtschaftspadagogik; Erwachsenenbildung / Weiterbildung;
{"title":"Debt, learning and migration in the time of crisis","authors":"Piotr Kowzan","doi":"10.3384/rela.2000-7426.ojs1027","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.ojs1027","url":null,"abstract":"European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 415-428\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":"415-428"},"PeriodicalIF":0.8,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44164656","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 : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9203
Maren Elfert, Judith Walker
There was a period of time, from the late 1980s until the early/mid-2000s, when interest in adult literacy in Canada was strong among the public, in the media, and with policymakers, and a policy window opened for the mainstreaming of literacy. Against this background, it is surprising that the Canadian literacy infrastructure was subsequently largely dismantled. Drawing on theories of policy formation, and recent and previous research, including interviews with key stakeholders, we argue that mainstreaming literacy has failed and explore the reasons for this failure. The paper is structured in three sections. First, we report on the construction of an adult literacy infrastructure in Canada over two phases: i) the period from the 1970s up until the launch of the International Adult Literacy Survey (IALS) in 1994; ii) the story of IALS and changes occurring up until around 2005. Second, we examine the reasons for the failure of the mainstreaming of literacy in Canada. We conclude with further reflections on the present situation in which adult literacy has been largely reduced to employability skills which are under-supported.
{"title":"The Rise and Fall of Adult Literacy: Policy Lessons from Canada","authors":"Maren Elfert, Judith Walker","doi":"10.3384/rela.2000-7426.rela9203","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9203","url":null,"abstract":"There was a period of time, from the late 1980s until the early/mid-2000s, when interest in adult literacy in Canada was strong among the public, in the media, and with policymakers, and a policy window opened for the mainstreaming of literacy. Against this background, it is surprising that the Canadian literacy infrastructure was subsequently largely dismantled. Drawing on theories of policy formation, and recent and previous research, including interviews with key stakeholders, we argue that mainstreaming literacy has failed and explore the reasons for this failure. The paper is structured in three sections. First, we report on the construction of an adult literacy infrastructure in Canada over two phases: i) the period from the 1970s up until the launch of the International Adult Literacy Survey (IALS) in 1994; ii) the story of IALS and changes occurring up until around 2005. Second, we examine the reasons for the failure of the mainstreaming of literacy in Canada. We conclude with further reflections on the present situation in which adult literacy has been largely reduced to employability skills which are under-supported.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"109-125"},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425598","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 : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9148
Z. Thusi, A. Harley
Research over the last few decades has supported the contention that ‘there are different literacy practices in different domains of social life ....[and] these change over time’ (Hamilton, Tett, & Crowther, 2012, p.3). In this article, we use ‘political literacy’, as conceived by Paulo Freire, as a theoretical lens through which to consider non-formal education in the changing context of South Africa. After considering the influence of Freire’s thinking in the black consciousness (BC) movement in South Africa during the 1970s, we consider a current BC-aligned non-formal education intervention in Freedom Park, a township outside Johannesburg, drawing on research conducted in 2018. This used snowball sampling and qualitative data collection methods, including observation of a ‘political class’ currently run in the community. We found that, in contrast to ways in which Freire was used in the BC movement in the anti-Apartheid struggle, the ‘political class’ leaned towards what Freire termed the authoritarian left.
{"title":"'Political literacy' in South Africa","authors":"Z. Thusi, A. Harley","doi":"10.3384/rela.2000-7426.rela9148","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9148","url":null,"abstract":"Research over the last few decades has supported the contention that ‘there are different literacy practices in different domains of social life ....[and] these change over time’ (Hamilton, Tett, & Crowther, 2012, p.3). In this article, we use ‘political literacy’, as conceived by Paulo Freire, as a theoretical lens through which to consider non-formal education in the changing context of South Africa. After considering the influence of Freire’s thinking in the black consciousness (BC) movement in South Africa during the 1970s, we consider a current BC-aligned non-formal education intervention in Freedom Park, a township outside Johannesburg, drawing on research conducted in 2018. This used snowball sampling and qualitative data collection methods, including observation of a ‘political class’ currently run in the community. We found that, in contrast to ways in which Freire was used in the BC movement in the anti-Apartheid struggle, the ‘political class’ leaned towards what Freire termed the authoritarian left.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"77-90"},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44043327","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 : 2020-02-12DOI: 10.3384/rela.2000-7426.relae20
L. Tett, Barbara Merrill, A. Fragoso
{"title":"Editorial: The changing landscapes of literacy and adult education","authors":"L. Tett, Barbara Merrill, A. Fragoso","doi":"10.3384/rela.2000-7426.relae20","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.relae20","url":null,"abstract":"","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"7-11"},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929987","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 : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9202
R. Walldén
Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative ...
以前，很少有研究表明教师和成年第二语言学习者如何应对用目标语言阅读真实小说的挑战。这种定性。。。
{"title":"Interconnected literacy practices: exploring classroom work with literature in adult second language education","authors":"R. Walldén","doi":"10.3384/rela.2000-7426.rela9202","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9202","url":null,"abstract":"Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative ...","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"45-63"},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45073828","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 : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9213
Gwyneth Allatt
This article is based on qualitative research with adult literacy practitioners and learners in the north of England. I draw on interview and focus group data to identify their perspectives on adult literacies and compare these with the understandings of literacy on which current policy-making for adult literacy in England is based. The research revealed a wide range of ways in which literacy is understood in practice, compared with a much narrower conceptualisation in current policy. The article concludes that teachers' and learners' perspectives on adult literacies reinforce the notion that literacy is not a fixed concept, but that its meanings and uses vary according to time and context. It argues, however, that a policy environment based on an understanding of literacy which emphasizes employability and economic outcomes creates challenges for teachers and learners to maintain their own perspectives in relation to what literacy constitutes and what is important in adult literacy education.
{"title":"Adult literacies from the perspective of practitioners and their learners: a case study from the north of England","authors":"Gwyneth Allatt","doi":"10.3384/rela.2000-7426.rela9213","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9213","url":null,"abstract":"This article is based on qualitative research with adult literacy practitioners and learners in the north of England. I draw on interview and focus group data to identify their perspectives on adult literacies and compare these with the understandings of literacy on which current policy-making for adult literacy in England is based. The research revealed a wide range of ways in which literacy is understood in practice, compared with a much narrower conceptualisation in current policy. The article concludes that teachers' and learners' perspectives on adult literacies reinforce the notion that literacy is not a fixed concept, but that its meanings and uses vary according to time and context. It argues, however, that a policy environment based on an understanding of literacy which emphasizes employability and economic outcomes creates challenges for teachers and learners to maintain their own perspectives in relation to what literacy constitutes and what is important in adult literacy education.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"29-43"},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44321464","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 : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9146
C. Irving
This article considers the evolution of information literacy as a distinct area of inquiry and instruction in libraries. The influence of critical and feminist pedagogies is paramount for the development of critical approaches to understanding an information landscape that is highly politicized. The definition and practice of information literacy will be described, followed by an exploration of critical approaches that help interrogate how information access and control affect these literacy goals and people’s democratic right to information. Information literacy that is grounded in social justice goals can be strengthened through the collaboration of librarians with other adult educators, community development practitioners, social service providers and activists.
{"title":"Critical information literacy: Adult learning and community perspectives","authors":"C. Irving","doi":"10.3384/rela.2000-7426.rela9146","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9146","url":null,"abstract":"This article considers the evolution of information literacy as a distinct area of inquiry and instruction in libraries. The influence of critical and feminist pedagogies is paramount for the development of critical approaches to understanding an information landscape that is highly politicized. The definition and practice of information literacy will be described, followed by an exploration of critical approaches that help interrogate how information access and control affect these literacy goals and people’s democratic right to information. Information literacy that is grounded in social justice goals can be strengthened through the collaboration of librarians with other adult educators, community development practitioners, social service providers and activists.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48222753","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 : 2020-02-12DOI: 10.3384/rela.2000-7426.rela9204
Irene Cennamo, M. Kastner, Peter Schlögl
Drawing on a strongly grassroots and expertise-supported development in the field of adult basic education in Austria, this paper traces the current shift to politically motivated interventions. The article is based on a methodologically triangulated case study based on interviews (part 1), review of theory (part 2), and document analysis (part 3). It unveils a unique spirit of empowerment and emancipation in Austrian adult basic education. This spirit currently seems to be at risk. The authors identified five signposts of a changing landscape showing a strong tendency towards impact orientation in terms of employability and upskilling: (1) Standardisation and one of its unintended consequences; (2) Technocracy over expertise; (3) Narrowing the curriculum; (4) Teaching supersedes facilitating; and (5) Research and development - disliked. In order to preserve the tradition within the framework of adult basic education, the authors emphasise the importance of raising informed and critical voices.
{"title":"Signposts of change in the landscape of adult basic education in Austria: a telling case","authors":"Irene Cennamo, M. Kastner, Peter Schlögl","doi":"10.3384/rela.2000-7426.rela9204","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.rela9204","url":null,"abstract":"Drawing on a strongly grassroots and expertise-supported development in the field of adult basic education in Austria, this paper traces the current shift to politically motivated interventions. The article is based on a methodologically triangulated case study based on interviews (part 1), review of theory (part 2), and document analysis (part 3). It unveils a unique spirit of empowerment and emancipation in Austrian adult basic education. This spirit currently seems to be at risk. The authors identified five signposts of a changing landscape showing a strong tendency towards impact orientation in terms of employability and upskilling: (1) Standardisation and one of its unintended consequences; (2) Technocracy over expertise; (3) Narrowing the curriculum; (4) Teaching supersedes facilitating; and (5) Research and development - disliked. In order to preserve the tradition within the framework of adult basic education, the authors emphasise the importance of raising informed and critical voices.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"11 1","pages":"91-107"},"PeriodicalIF":0.8,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47520839","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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