International Journal of Lifelong Education最新文献_第9页

Emergence studios: bringing collaboration and iteration into the social sciences 新兴工作室：将协作和迭代带入社会科学

IF 1.8

International Journal of Lifelong Education Pub Date : 2023-01-29 DOI: 10.1080/02601370.2023.2173324

Trisha Barefield

{"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}

引用次数: 0

Lifelong, lifewide learning for the new abnormal and how digital fits 终身学习新的异常和数字化如何适应

IF 1.8

International Journal of Lifelong Education Pub Date : 2023-01-02 DOI: 10.1080/02601370.2023.2179584

E. Knight, M. Milana, Ulrik Brandi, S. Hodge, Tetyana Hoggan-Kloubert

引用次数: 1

Epistemologies and ethics in adult education and lifelong learning 成人教育与终身学习中的认识论与伦理学

IF 1.8

International Journal of Lifelong Education Pub Date : 2023-01-02 DOI: 10.1080/02601370.2023.2179590

T. Morris

引用次数: 0

Does father’s class or mother’s education matter more? Decomposing and contextualising the influence of social origin on adult learning participation 父亲的阶级和母亲的教育程度哪个更重要?社会出身对成人学习参与的影响的分解和背景化

IF 1.8

International Journal of Lifelong Education Pub Date : 2022-12-12 DOI: 10.1080/02601370.2022.2153388

K. Haralampiev, Petya Ilieva-Trichkova, P. Boyadjieva

{"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}

引用次数: 0

Female’s self-concept as online learners in the context of lifelong learning in prisons 监狱终身学习背景下女性网络学习者的自我概念

IF 1.8

International Journal of Lifelong Education Pub Date : 2022-12-07 DOI: 10.1080/02601370.2022.2153183

Angélica Monteiro, A. Machado, Carlinda Leite, Rita Barros

引用次数: 0

On older learners’ naïveté: an examination of the emancipatory function of critical older adult education 论老年学习者naïveté:批判性老年成人教育的解放功能考察

IF 1.8

International Journal of Lifelong Education Pub Date : 2022-12-04 DOI: 10.1080/02601370.2022.2152117

Hany Hachem, J. Westberg

{"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}

引用次数: 0

Delving into psychosocial beliefs about lifelong learning: a comparison across educational levels 深入研究终身学习的心理社会信念:跨教育水平的比较

IF 1.8

International Journal of Lifelong Education Pub Date : 2022-11-30 DOI: 10.1080/02601370.2022.2150331

Lisse Van Nieuwenhove, Bram De Wever

{"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}

引用次数: 1

Adult numeracy skill practice by STEM and non-STEM workers in the USA: an exploration of data using latent class analysis 美国STEM和非STEM工作者的成人算术技能实践：使用潜在类别分析的数据探索

IF 1.8

International Journal of Lifelong Education Pub Date : 2022-11-14 DOI: 10.1080/02601370.2022.2146772

T. Yamashita, Wonmai Punksungka, Donnette Narine, Abigail Helsinger, Jenna W. Kramer, P. Cummins, R. Karam

{"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}

引用次数: 1

Inclusion and exclusion in later life learning 晚年学习中的包容与排斥

IF 1.8

International Journal of Lifelong Education Pub Date : 2022-11-02 DOI: 10.1080/02601370.2022.2158954

B. Schmidt-Hertha, B. Findsen, Zhen Li

{"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}

引用次数: 0

Paulo Freire and the state-of-the-art of the international journal of lifelong education. Invited article in celebration of 40 years of IJLE 保罗·弗莱雷和终身教育国际期刊的最新研究成果。特邀文章庆祝IJLE成立40周年

IF 1.8

International Journal of Lifelong Education Pub Date : 2022-11-02 DOI: 10.1080/02601370.2022.2164435

C. Torres, Li Yan

引用次数: 1