方案规划中的区分类别

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2022-03-07 DOI:10.3384/rela.2000-7426.4070

Clara Kuhlen, Regina Egetenmeyer

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引用次数: 3

摘要

本文分析了成人教育和继续教育方案规划者所掌握的区分类别，以及论证这些类别的基本推理论据。对14次访谈的分析表明，方案规划人员在针对目标群体时利用了性别、移徙经历、年龄、教育需要和残疾/能力等类别。区分的类别是基于它们的归因:个体特征、个体分组特征、共同期望特征以及与职业和就业相关的特征。研究结果指出，有必要鼓励对区分类别的认识和批判性反思。

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Categories of distinction in programme planning

The paper provides an analysis of the categories of distinction seized by programme planners in adult and continuing education and the underlying reasoning arguments to reasoning them. The analysis of 14 interviews shows that in their target group orientation, programme planners make use of the categories gender, migration experience, age, educational needs and dis/ability. The categories of distinction are based on their attribution as individual characteristics, as characteristics for grouping individuals, as characteristics of shared expectations and as occupation- and employment-related characteristics. The findings point to a need for encouraging awareness and critical reflection about categories of distinction.

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).