Pub Date : 2023-01-29DOI: 10.1080/02601370.2023.2173324
Trisha Barefield
ABSTRACT This paper synthesises theory and practice literature to define a new type of learning space: emergence studios. Emergence studios incorporate iterative, collaborative, and creative elements into graduate education in the social sciences. While some disciplines have a long history of studio spaces and others have begun to implement applied spaces like makerspaces and digital humanities labs, the social sciences rarely offer spaces for application and imagination. Some programmes are exploring how to foster a learning environment where students work together to imagine structures for addressing systemic issues, what I term ‘emergence studios’. The principles of emergence studios are explored through theoretical concepts (empathetic, experiential, and ecological) and current practices (makerspaces, digital humanities laboratories, and design studios). Then, this paper uses worldbuilding techniques to outline a new type of experiential classroom space that acknowledges the complexity of our interconnected world and the need for learning that cannot be predetermined by learning objectives. By exploring related literature, this article defines an evolving practice and provides a starting point for further exploration.
{"title":"Emergence studios: bringing collaboration and iteration into the social sciences","authors":"Trisha Barefield","doi":"10.1080/02601370.2023.2173324","DOIUrl":"https://doi.org/10.1080/02601370.2023.2173324","url":null,"abstract":"ABSTRACT This paper synthesises theory and practice literature to define a new type of learning space: emergence studios. Emergence studios incorporate iterative, collaborative, and creative elements into graduate education in the social sciences. While some disciplines have a long history of studio spaces and others have begun to implement applied spaces like makerspaces and digital humanities labs, the social sciences rarely offer spaces for application and imagination. Some programmes are exploring how to foster a learning environment where students work together to imagine structures for addressing systemic issues, what I term ‘emergence studios’. The principles of emergence studios are explored through theoretical concepts (empathetic, experiential, and ecological) and current practices (makerspaces, digital humanities laboratories, and design studios). Then, this paper uses worldbuilding techniques to outline a new type of experiential classroom space that acknowledges the complexity of our interconnected world and the need for learning that cannot be predetermined by learning objectives. By exploring related literature, this article defines an evolving practice and provides a starting point for further exploration.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"165 - 176"},"PeriodicalIF":1.8,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45424424","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 : 2023-01-02DOI: 10.1080/02601370.2023.2179584
E. Knight, M. Milana, Ulrik Brandi, S. Hodge, Tetyana Hoggan-Kloubert
peri-pandemic
peri-pandemic
{"title":"Lifelong, lifewide learning for the new abnormal and how digital fits","authors":"E. Knight, M. Milana, Ulrik Brandi, S. Hodge, Tetyana Hoggan-Kloubert","doi":"10.1080/02601370.2023.2179584","DOIUrl":"https://doi.org/10.1080/02601370.2023.2179584","url":null,"abstract":"peri-pandemic","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"1 - 7"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42972023","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 : 2023-01-02DOI: 10.1080/02601370.2023.2179590
T. Morris
{"title":"Epistemologies and ethics in adult education and lifelong learning","authors":"T. Morris","doi":"10.1080/02601370.2023.2179590","DOIUrl":"https://doi.org/10.1080/02601370.2023.2179590","url":null,"abstract":"","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"117 - 119"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49185434","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 : 2022-12-12DOI: 10.1080/02601370.2022.2153388
K. Haralampiev, Petya Ilieva-Trichkova, P. Boyadjieva
ABSTRACT This article argues for the need to regard social origin as a complex phenomenon in order to better understand the determinants of individuals’ participation in adult learning. It: 1) discusses the conceptualisation of social origin; 2) analyses how two of its components – parental (both father’s and mother’s) class and education – are interrelated with participation in non-formal job-related adult learning; 3) explores whether this relationship is embedded in different welfare regimes. We argue that social origin includes different interrelated but not interchangeable components that refer to both fathers and mothers. Each one of them has its own influence and that is why all of them should be considered at once in exploring adults’ involvement in learning. Empirically, the analyses are based on the latest data from the ninth round of the European Social Survey, carried out in 2018, for 29 countries. The data were analysed with logistic regression modelling. The results show that parental (mother’s and father’s) class and education have an independent influence on individuals’ participation in adult learning and that this influence is embedded in different welfare regimes creating considerable differences between welfare regimes in terms of whether father’s or mother’s characteristics and which ones are more important.
{"title":"Does father’s class or mother’s education matter more? Decomposing and contextualising the influence of social origin on adult learning participation","authors":"K. Haralampiev, Petya Ilieva-Trichkova, P. Boyadjieva","doi":"10.1080/02601370.2022.2153388","DOIUrl":"https://doi.org/10.1080/02601370.2022.2153388","url":null,"abstract":"ABSTRACT This article argues for the need to regard social origin as a complex phenomenon in order to better understand the determinants of individuals’ participation in adult learning. It: 1) discusses the conceptualisation of social origin; 2) analyses how two of its components – parental (both father’s and mother’s) class and education – are interrelated with participation in non-formal job-related adult learning; 3) explores whether this relationship is embedded in different welfare regimes. We argue that social origin includes different interrelated but not interchangeable components that refer to both fathers and mothers. Each one of them has its own influence and that is why all of them should be considered at once in exploring adults’ involvement in learning. Empirically, the analyses are based on the latest data from the ninth round of the European Social Survey, carried out in 2018, for 29 countries. The data were analysed with logistic regression modelling. The results show that parental (mother’s and father’s) class and education have an independent influence on individuals’ participation in adult learning and that this influence is embedded in different welfare regimes creating considerable differences between welfare regimes in terms of whether father’s or mother’s characteristics and which ones are more important.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"142 - 164"},"PeriodicalIF":1.8,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46616595","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 : 2022-12-07DOI: 10.1080/02601370.2022.2153183
Angélica Monteiro, A. Machado, Carlinda Leite, Rita Barros
ABSTRACT Adult education and training policies have supported inclusive practices for universal access to opportunities for the development of important lifelong learning (LL) skills. The implementation of these policies is especially relevant for socially vulnerable groups, including individuals who are incarcerated. Taking this situation as a reference, a study was developed to answer the questions: How do female adults who participated in an LL e-learning training course in prison perceive themselves as learners? What are the learners’ perceptions about the online learning training, framed in an LL context? Data collected through two questionnaires and a focus group revealed a history of academic failure and negative repercussions of incarceration on the self but also showed evidence of the ability to learn through technology and an effort towards self-improvement. The results indicate that the development of digital learning skills in prison may foster psychosocial development, which is crucial to perceiving a self with the ability for LL.
{"title":"Female’s self-concept as online learners in the context of lifelong learning in prisons","authors":"Angélica Monteiro, A. Machado, Carlinda Leite, Rita Barros","doi":"10.1080/02601370.2022.2153183","DOIUrl":"https://doi.org/10.1080/02601370.2022.2153183","url":null,"abstract":"ABSTRACT Adult education and training policies have supported inclusive practices for universal access to opportunities for the development of important lifelong learning (LL) skills. The implementation of these policies is especially relevant for socially vulnerable groups, including individuals who are incarcerated. Taking this situation as a reference, a study was developed to answer the questions: How do female adults who participated in an LL e-learning training course in prison perceive themselves as learners? What are the learners’ perceptions about the online learning training, framed in an LL context? Data collected through two questionnaires and a focus group revealed a history of academic failure and negative repercussions of incarceration on the self but also showed evidence of the ability to learn through technology and an effort towards self-improvement. The results indicate that the development of digital learning skills in prison may foster psychosocial development, which is crucial to perceiving a self with the ability for LL.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"125 - 141"},"PeriodicalIF":1.8,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46526072","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 : 2022-12-04DOI: 10.1080/02601370.2022.2152117
Hany Hachem, J. Westberg
ABSTRACT Many critical educational philosophies assume that learners are naïve and unable to critically read their social reality. Critical educational gerontology (CEG) aims to emancipate learners from oppression, to which they are oblivious. This strand of older adult education charges teachers with the task of raising learners’ naïve consciousness, by leading them on the (Freirean) path of critical reflection and critical action. Literature employing CEG concludes that this path often ends with learners being reluctant to engage in critical action because of their ongoing (internalised) oppression. In this paper, we adopt a critical stance towards CEG’s logic of emancipation guided by Anthony Giddens’ structuration theory. As such, we question the inability of older learners to understand, and act on, their social reality independently from teachers. Starting from Giddens’ theory, we apply a reflexive thematic analysis to interview data tackling the socio-economic reality of 11 older learners at a university for the third age in Lebanon. The results support the conclusion that older learners at the U3A can decode their social reality and reflexively engage in social change, but their efforts or reluctance are influenced by constraints, not necessarily naïve consciousness. Consequently, we recommend a revisit of CEG’s logic of emancipation.
{"title":"On older learners’ naïveté: an examination of the emancipatory function of critical older adult education","authors":"Hany Hachem, J. Westberg","doi":"10.1080/02601370.2022.2152117","DOIUrl":"https://doi.org/10.1080/02601370.2022.2152117","url":null,"abstract":"ABSTRACT Many critical educational philosophies assume that learners are naïve and unable to critically read their social reality. Critical educational gerontology (CEG) aims to emancipate learners from oppression, to which they are oblivious. This strand of older adult education charges teachers with the task of raising learners’ naïve consciousness, by leading them on the (Freirean) path of critical reflection and critical action. Literature employing CEG concludes that this path often ends with learners being reluctant to engage in critical action because of their ongoing (internalised) oppression. In this paper, we adopt a critical stance towards CEG’s logic of emancipation guided by Anthony Giddens’ structuration theory. As such, we question the inability of older learners to understand, and act on, their social reality independently from teachers. Starting from Giddens’ theory, we apply a reflexive thematic analysis to interview data tackling the socio-economic reality of 11 older learners at a university for the third age in Lebanon. The results support the conclusion that older learners at the U3A can decode their social reality and reflexively engage in social change, but their efforts or reluctance are influenced by constraints, not necessarily naïve consciousness. Consequently, we recommend a revisit of CEG’s logic of emancipation.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"101 - 116"},"PeriodicalIF":1.8,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44616025","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 : 2022-11-30DOI: 10.1080/02601370.2022.2150331
Lisse Van Nieuwenhove, Bram De Wever
ABSTRACT Low-educated adults do not often engage in lifelong learning. The current study examines whether and how psychosocial beliefs about lifelong learning differ between adults with different levels of educational attainment. The Theory of Planned Behaviour, which focuses on three specific psychosocial beliefs (related to Perceived Behavioural Control, Perceived Social Norms, and Attitudes) is used as a theoretical framework. In total, 563 adults completed our survey. ANOVA-analyses were used to study between-groups differences. The results demonstrated that low- and medium-educated adults’ experiences with psychosocial barriers are quite similar, except for power of control, since medium-educated adults experience more control over learning skills needed to participate. High-educated adults experience statistically significant more social pressure to engage in lifelong learning, especially from their work-related referents. In addition, high-educated adults experience statistically significant more control over their participation, specifically when it comes to control over skills necessary to participate in learning. Low-and medium-educated adults do show positive attitudes towards learning, but high-educated adults’ attitudes are statistically significant more positive. Follow-up, qualitative studies could provide in-depth insight into these determinants. Additional understanding of the three psychosocial barriers could help educational institutions and policy makers to appropriately attract and support adult learners.
{"title":"Delving into psychosocial beliefs about lifelong learning: a comparison across educational levels","authors":"Lisse Van Nieuwenhove, Bram De Wever","doi":"10.1080/02601370.2022.2150331","DOIUrl":"https://doi.org/10.1080/02601370.2022.2150331","url":null,"abstract":"ABSTRACT Low-educated adults do not often engage in lifelong learning. The current study examines whether and how psychosocial beliefs about lifelong learning differ between adults with different levels of educational attainment. The Theory of Planned Behaviour, which focuses on three specific psychosocial beliefs (related to Perceived Behavioural Control, Perceived Social Norms, and Attitudes) is used as a theoretical framework. In total, 563 adults completed our survey. ANOVA-analyses were used to study between-groups differences. The results demonstrated that low- and medium-educated adults’ experiences with psychosocial barriers are quite similar, except for power of control, since medium-educated adults experience more control over learning skills needed to participate. High-educated adults experience statistically significant more social pressure to engage in lifelong learning, especially from their work-related referents. In addition, high-educated adults experience statistically significant more control over their participation, specifically when it comes to control over skills necessary to participate in learning. Low-and medium-educated adults do show positive attitudes towards learning, but high-educated adults’ attitudes are statistically significant more positive. Follow-up, qualitative studies could provide in-depth insight into these determinants. Additional understanding of the three psychosocial barriers could help educational institutions and policy makers to appropriately attract and support adult learners.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"77 - 100"},"PeriodicalIF":1.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46820689","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 : 2022-11-14DOI: 10.1080/02601370.2022.2146772
T. Yamashita, Wonmai Punksungka, Donnette Narine, Abigail Helsinger, Jenna W. Kramer, P. Cummins, R. Karam
ABSTRACT Adult numeracy is one of the essential skill sets to navigate through numeric information-rich labour markets in general, and STEM industries in particular. Yet, relatively little is known about how numeracy skills are used in different settings in the USA. This study examined numeracy skill use patterns of STEM and non-STEM workers at work and home. Data were obtained from the 2012/2014/2017 Program for International Assessment of Adult Competencies, USA restricted-use file. Adults who were employed and aged between 25 and 65 years old (n = 5,220) were included in this study. Latent class analysis revealed four numeracy skill use patterns: non-users, non-occupational (i.e. at home) simple numeracy users, ubiquitous numeracy users, and occupational numeracy users. Additional multinomial logistic regression analysis showed that the STEM occupation was associated with a greater likelihood of being ubiquitous users than being non-occupational simple users. Results also showed that numeracy proficiency, socioeconomic statuses (i.e. educational attainment and income), as well as demographic characteristics (i.e. gender and race/ethnicity), were predictive of the numeracy skill use patterns in terms of the level of engagement and settings. Findings from this study inform policies and interventions which promote skill engagement and improvement among workers in the USA.
{"title":"Adult numeracy skill practice by STEM and non-STEM workers in the USA: an exploration of data using latent class analysis","authors":"T. Yamashita, Wonmai Punksungka, Donnette Narine, Abigail Helsinger, Jenna W. Kramer, P. Cummins, R. Karam","doi":"10.1080/02601370.2022.2146772","DOIUrl":"https://doi.org/10.1080/02601370.2022.2146772","url":null,"abstract":"ABSTRACT Adult numeracy is one of the essential skill sets to navigate through numeric information-rich labour markets in general, and STEM industries in particular. Yet, relatively little is known about how numeracy skills are used in different settings in the USA. This study examined numeracy skill use patterns of STEM and non-STEM workers at work and home. Data were obtained from the 2012/2014/2017 Program for International Assessment of Adult Competencies, USA restricted-use file. Adults who were employed and aged between 25 and 65 years old (n = 5,220) were included in this study. Latent class analysis revealed four numeracy skill use patterns: non-users, non-occupational (i.e. at home) simple numeracy users, ubiquitous numeracy users, and occupational numeracy users. Additional multinomial logistic regression analysis showed that the STEM occupation was associated with a greater likelihood of being ubiquitous users than being non-occupational simple users. Results also showed that numeracy proficiency, socioeconomic statuses (i.e. educational attainment and income), as well as demographic characteristics (i.e. gender and race/ethnicity), were predictive of the numeracy skill use patterns in terms of the level of engagement and settings. Findings from this study inform policies and interventions which promote skill engagement and improvement among workers in the USA.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"59 - 76"},"PeriodicalIF":1.8,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930199","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 : 2022-11-02DOI: 10.1080/02601370.2022.2158954
B. Schmidt-Hertha, B. Findsen, Zhen Li
ABSTRACT The concept and practices associated with learning in later life provide a broad context for understanding the articles published in the IJLE. The main aim of this review is to identify dominant aspects in discourses on older learners in the IJLE and how they have changed over the decades. Hence, we identify and briefly discuss historical trends in the lifelong learning/education literature before focusing on emergent themes from IJLE articles from 1982 to 2020. In the first part, we present an overview on the development of research on later life learning to provide a historical frame for the contributions dedicated to that topic. In comparison with the international development of research on later life learning, this topic has been somewhat delayed in the IJLE. Selected articles are discussed in the second section to illustrate and analyse the different approaches to learning in later life, as represented in the IJLE. The analysis shows that aspects of inclusion and exclusion – social marginalisation, exclusion from paid work, health resources, digitisation – are very central in many contributions. Thus, we identify different aspects of inclusion and exclusion in later life and discuss the role of education and learning in this context within the IJLE contributions.
{"title":"Inclusion and exclusion in later life learning","authors":"B. Schmidt-Hertha, B. Findsen, Zhen Li","doi":"10.1080/02601370.2022.2158954","DOIUrl":"https://doi.org/10.1080/02601370.2022.2158954","url":null,"abstract":"ABSTRACT The concept and practices associated with learning in later life provide a broad context for understanding the articles published in the IJLE. The main aim of this review is to identify dominant aspects in discourses on older learners in the IJLE and how they have changed over the decades. Hence, we identify and briefly discuss historical trends in the lifelong learning/education literature before focusing on emergent themes from IJLE articles from 1982 to 2020. In the first part, we present an overview on the development of research on later life learning to provide a historical frame for the contributions dedicated to that topic. In comparison with the international development of research on later life learning, this topic has been somewhat delayed in the IJLE. Selected articles are discussed in the second section to illustrate and analyse the different approaches to learning in later life, as represented in the IJLE. The analysis shows that aspects of inclusion and exclusion – social marginalisation, exclusion from paid work, health resources, digitisation – are very central in many contributions. Thus, we identify different aspects of inclusion and exclusion in later life and discuss the role of education and learning in this context within the IJLE contributions.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"41 1","pages":"634 - 650"},"PeriodicalIF":1.8,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48424925","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 : 2022-11-02DOI: 10.1080/02601370.2022.2164435
C. Torres, Li Yan
ABSTRACT This review article in celebration of the 40th anniversary of IJLE provides an analysis of the scholarship on and about Paulo Freire in the state-of-the-art of IJLE publications between 1982–2022. The authors scanned around 4000 articles and book reviews published from 1982–2021 in the International Journal of Lifelong Education (JLE), and identified 384 articles and book reviews using the term ‘Freire’. The authors assessed them, selecting 24 of them for deeper analysis. This article is divided into three sections. The first is the introduction about the importance of Freire in the field The second section is the description and analysis of the characteristics of the articles. The third section proposes new directions for research regarding Freire’s oeuvre.
{"title":"Paulo Freire and the state-of-the-art of the international journal of lifelong education. Invited article in celebration of 40 years of IJLE","authors":"C. Torres, Li Yan","doi":"10.1080/02601370.2022.2164435","DOIUrl":"https://doi.org/10.1080/02601370.2022.2164435","url":null,"abstract":"ABSTRACT This review article in celebration of the 40th anniversary of IJLE provides an analysis of the scholarship on and about Paulo Freire in the state-of-the-art of IJLE publications between 1982–2022. The authors scanned around 4000 articles and book reviews published from 1982–2021 in the International Journal of Lifelong Education (JLE), and identified 384 articles and book reviews using the term ‘Freire’. The authors assessed them, selecting 24 of them for deeper analysis. This article is divided into three sections. The first is the introduction about the importance of Freire in the field The second section is the description and analysis of the characteristics of the articles. The third section proposes new directions for research regarding Freire’s oeuvre.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"41 1","pages":"651 - 665"},"PeriodicalIF":1.8,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59323769","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：