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European Journal for Research on the Education and Learning of Adults最新文献

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Mapping our way out? Critical reflections on historical research and the Faure report 规划我们的出路？历史研究的批判性思考与福雷报告
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-11-16 DOI: 10.3384/rela.2000-7426.3584
B. Hake
{"title":"Mapping our way out? Critical reflections on historical research and the Faure report","authors":"B. Hake","doi":"10.3384/rela.2000-7426.3584","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3584","url":null,"abstract":"Contributions to the literature have postulated an historical shift in policy narratives from the Faure report’s formulation of “lifelong education” for UNESCO in 1972 to a focus on “lifelong learning” since the mid-1990s. It has also been argued that the policy narrative articulated by de-schoolers in the early 1970s was incorporated in the Faure report. This paper critically examines the empirical foundations for such arguments and is based on a re-reading of the policy repertoire articulated by Faure’s report together with an analysis of the de-schoolers’ reception of the report in the early 1970s. Based upon a re-reading of primary texts and secondary sources from the 1970s, the analysis demonstrates that these widely accepted arguments constitute a problematic interpretation of the historical relationships between the key policy narratives in the 1970s. The conclusions identify a number of significant areas for further empirical research regarding the historical relationships between first generation policy narratives.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46976689","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}
引用次数: 2
Political Posters, the Soviet Enlightenment and the Construction of a Learning Society, 1917-1928 政治海报，苏联启蒙运动和学习型社会的建设，1917-1928
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-11-11 DOI: 10.3384/rela.2000-7426.3561
E. Ignatovich, Pierre Walter
{"title":"Political Posters, the Soviet Enlightenment and the Construction of a Learning Society, 1917-1928","authors":"E. Ignatovich, Pierre Walter","doi":"10.3384/rela.2000-7426.3561","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3561","url":null,"abstract":"This paper explores the construction of a Soviet learning society represented in Soviet political posters during the first decade after the 1917 Socialist Revolution. The theoretical framework is based on studies of learning societies, lifelong education and learning, Soviet education, and the theory of multiple modernities. We employed a post-structuralist discourse analysis that allowed us to explore verbal and non-verbal poster elements to identify key domains in the construction of the Soviet learning society. Our study identified six main discursive visual and textual messages in political posters as educational devices in the development of the Socialist learning state. Findings show that learning was embedded in broader social, political, economic and cultural practices and took multiple forms. Political posters served multiple functions: they were motivators for learning, learning devices, means to communicate the Soviet party-state agenda, and part of the social-political and cultural curriculum of the learning society to come.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45244971","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}
引用次数: 0
Age images and learning in late life. Coping with crisis experiences as a potential in long-life societies 晚年的形象和学习。应对危机经验是长寿社会的潜力
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-10-15 DOI: 10.3384/rela.2000-7426.3342
Claudia Kulmus
{"title":"Age images and learning in late life. Coping with crisis experiences as a potential in long-life societies","authors":"Claudia Kulmus","doi":"10.3384/rela.2000-7426.3342","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3342","url":null,"abstract":"This paper discusses the potential that coping with ageing experiences in later life might have for dealing with the current Covid-19-pandemic. The paper is based on the results of a qualitative study on subjective ageing experiences and the respective coping strategies of older people. The study is based on subject-obnderlying social structures. (e.g. BMBF, 2010). A qualitative research design was developed using the method of group discussions. The data gathered in these discussions were evaluated based on the approach of grounded theory. The results of this study are discussed regarding the ways in which the coping strategies of the participants revealed the specific abilities of older people to manage crisis experiences. The findings offer new perspectives on improving current images of ageing.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47185876","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}
引用次数: 3
Learning from the whirlpools of existence: Crises and transformative processes as complex and rhythmic phenomena 从存在的漩涡中学习：作为复杂而有节奏的现象的危机和变革过程
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-10-15 DOI: 10.3384/rela.2000-7426.3914
Michel Alhadeff-Jones
{"title":"Learning from the whirlpools of existence: Crises and transformative processes as complex and rhythmic phenomena","authors":"Michel Alhadeff-Jones","doi":"10.3384/rela.2000-7426.3914","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3914","url":null,"abstract":"The aim of this paper is to problematize and enrich the use of the concept of crisis in adult education to theorize further its contribution to the study of transformative processes. This paper discusses first the implications inherent in the adoption of event-based and processual approaches to crises. It seeks then to nuance and problematize the ways in which the relationships between crisis, learning and (trans)formative processes are conceived in adult education, especially through transformative learning theory and biographical approaches. The reflection highlights the difficulty of capturing the fluidity of learning and (trans)formative dynamics. Inspired by Edgar Morin’s paradigm of complexity and illustrated by examples taken from the COVID-19 pandemic, three principles are defined to help conceiving what structures, regulates and reorganizes such dynamics. The contribution concludes by emphasizing the importance of developing a critical awareness of the rhythms that shape educational processes.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48474354","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}
引用次数: 4
Creating connections for expansive learning in crisis-laden times of long-term unemployment 在长期失业的危机时期为扩大学习创造联系
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-10-15 DOI: 10.3384/rela.2000-7426.3882
Franziska Bonna
{"title":"Creating connections for expansive learning in crisis-laden times of long-term unemployment","authors":"Franziska Bonna","doi":"10.3384/rela.2000-7426.3882","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3882","url":null,"abstract":"This paper deals with the crises of long-term unemployment using subject theory, biographical research and critical theory as the framework. Based on narrative-biographical interviews with long-term unemployed people, I identify the factors and conditions that turn long-term unemployment into a crisis, arguing that expansive learning processes and the competence of utopian thinking are essential for creating visions of one’s occupational future as well as (social) utopias, thus, being a way out of these crises. The findings of the data show that subjective crises in times of prolonged unemployment are not always caused by unemployment itself and that existing visions of the occupational future cannot always be pursued","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45614227","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}
引用次数: 0
Editorial: Learning in times of crisis 社论:在危机时刻学习
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-10-15 DOI: 10.3384/rela.2000-7426.4083
H. S. Olesen, Silke Schreiber-Barsch, D. Wildemeersch
{"title":"Editorial: Learning in times of crisis","authors":"H. S. Olesen, Silke Schreiber-Barsch, D. Wildemeersch","doi":"10.3384/rela.2000-7426.4083","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4083","url":null,"abstract":"","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44943572","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}
引用次数: 2
Rebellion as a learning experience in the light of narrations of adults participating in protests. Selected issues 根据参与抗议活动的成年人的叙述，反抗是一种学习体验。选定的问题
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-10-14 DOI: 10.3384/rela.2000-7426.2261
P. Szczygieł
{"title":"Rebellion as a learning experience in the light of narrations of adults participating in protests. Selected issues","authors":"P. Szczygieł","doi":"10.3384/rela.2000-7426.2261","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.2261","url":null,"abstract":"The aim of this article is to show the learning potential of participation in protests in the narratives of several adults. Participation in rebellions is seen as a specific learning experience here. What is the relationship between experience and learning on the example of participation in rebellions? The author analyses this relationship, inter alia, on the example of critical practices described by Usher. This article is a part of a broader research project on learning mechanisms of adults participating in various forms of rebellion. The study is concerned with answering the questions: what and how do protesters learn? what are the social and cultural mechanisms of their learning? In this research project a biographical perspective was used. Within it, the biography is understood in a processual way. The biographical method focuses on the subjective level of experience in the socio-cultural and institutional context. The empirical material was analysed by searching for similarities and differences in rebels’ narratives. The results of the study are above all the identification of learning outcomes and identity-building processes.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47077196","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}
引用次数: 0
Toward a critical pedagogy of crisis 走向危机批判教育学
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-09-13 DOI: 10.3384/rela.2000-7426.3337
S. Eschenbacher, T. Fleming
{"title":"Toward a critical pedagogy of crisis","authors":"S. Eschenbacher, T. Fleming","doi":"10.3384/rela.2000-7426.3337","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.3337","url":null,"abstract":"Crises in our society - climate, covid-19 and mass migration - seem to define not only the experience of learning but also the experience of living and even surviving that in turn have implications for adult learning. We explore the concept of experience and examine whether it plays a role in addressing the need for transformative learning. Our allies in this task are Oskar Negt from the Frankfurt School tradition, L. A. Paul from a philosophical tradition and Rene Arcilla. Negt is useful for rethinking the role of experience in pedagogy. Paul helps identify the not-knowing aspect of our current experience and our inability to imagine how decisions translate into one's way of living and being in the world. Arcilla emphasises the importance of keeping conversations going. Jack Mezirow's transformation theory (relying on Habermas) informs the understanding of adult learning and how we can transform our way of being and living while facing experiences of crises and disorientation.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44110556","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}
引用次数: 4
Contemporary dance as being and becoming in the age of aging 当代舞蹈在老龄化时代的存在和发展
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-06-23 DOI: 10.3384/rela.2000-7426.2257
Cecilia Ferm Almqvist
{"title":"Contemporary dance as being and becoming in the age of aging","authors":"Cecilia Ferm Almqvist","doi":"10.3384/rela.2000-7426.2257","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.2257","url":null,"abstract":"This article takes experiences from a contemporary multi-artistic dance project as a starting-point. The aim is to describe and explore how such a project can offer possibilities for being and becoming among elderly amateur dancers, based on a phenomenological way of thinking. The phenomenon of the investigation is self-conceptualization. The multi-artistic process and context is defined as an adult educational situation. To come close to the lived experiences of the dancers, the rehearsals as well as the performance were observed, and documented. Six of the participants were also interviewed. The material was analyzed in a hermeneutical phenomenological manner, and de Beauvoir’s thinking regarding aging, was used as a theoretical lens. The results show how the self-images of the participants change throughout the project. The dance activities seem to give the elderly possibilities to remain themselves, even if they become different. They learn to know themselves, each other and the world.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"282 1","pages":"97-112"},"PeriodicalIF":0.8,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517851","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}
引用次数: 0
Making a case for more feminist approaches in quantitative research: How commonly used quantitative approaches in adult education research marginalise and oversimplify diverse and intersectional populations 为定量研究中更多的女权主义方法辩护：成人教育研究中常用的定量方法如何边缘化和过度简化多样性和交叉性人群
IF 0.8
European Journal for Research on the Education and Learning of Adults Pub Date : 2021-06-01 DOI: 10.3384/RELA.2000-7426.3317
Lisanne Heilmann
{"title":"Making a case for more feminist approaches in quantitative research: How commonly used quantitative approaches in adult education research marginalise and oversimplify diverse and intersectional populations","authors":"Lisanne Heilmann","doi":"10.3384/RELA.2000-7426.3317","DOIUrl":"https://doi.org/10.3384/RELA.2000-7426.3317","url":null,"abstract":"In contrast to qualitative and theoretical approaches, the mainstream of quantitative research often still finds it difficult to incorporate modern concepts of diversity and intersectionality into its work. This article aims to highlight various aspects in which large studies and their evaluations marginalise or ignore certain parts of the population. In surveying data, large-scale surveys like the Programme for the International Assessment of Adult Competencies (PIAAC) often not only operate on a binary gender concept but also do not differentiate between a person gender identity and their social gender. In addition, commonly used methods keep unequal distributions invisible. Non-binary people are virtually invisible, unequal benefits for women remain hidden and the intersectional diversity inside the broad gender categories poses challenges to the mainstream of quantitative research in adult education. Therefore, there is a need for a feminist approach to statistical methods and quantitative research and in particular a feminist approach to a careful and critical interpretation.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42104711","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}
引用次数: 3
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