Adult education in transition: three cases and periods compared

Engesbak, Heidi; Tønseth, Christin; Fragoso, António; Lucio-Villegas, Emílio

doi:10.1080/02601370.2010.512811

Cited by 6 publications

(8 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It seems to be a mutually constitutive character in balancing between a national strategy tightly bounded up to national challenges and ways of recognizing lifelong learning policy and respond to the European strategy. As a conclusion, both sociological institutionalism and socio-contextual elements are included in both contextual factors such as political, economic, or social characteristics which vary from one society to another (Engesbak, Tønseth, Fragoso, & Lucio-Villegas, 2010;Holford & Milana, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…There are also different philosophical and political assumptions about the practice of adult education because nations and governments rely on different governance perspectives and strategies. An adult education policy that is globally applicable is therefore difficult to achieve (Engesbak et al, 2010;Holford & Milana, 2014), despite each country having an influence on international political strategies for adult education and lifelong learning because they are members of different international organizations.…”

Section: Resultsmentioning

confidence: 99%

“…National research, statistics, and selected political documents are used to describe adult education participation, adult education policy and challenges, and political governance. In 2008, a similar paper was written that compared Portugal, Norway, and Spain and pinpointed how historic, political, and developmental differences affected the adult education priorities in each country (Engesbak et al, 2010). As a follow-up to that paper, we now discuss the following questions: What are the similarities and differences in the status for adult education in Norway and Spain, and what are the national and regional priorities?…”

Section: Introductionmentioning

confidence: 94%

See 2 more Smart Citations

Adult Education in a Transnational Space: The Status of Adult Education in Norway and Spain

Tønseth¹,

Lucio-Villegas²

2019

Self Cite

View full text Add to dashboard Cite

In the light of international goals for adult learning and lifelong learning, this paper pinpoints commonalities and differences in adult education in Norway and Spain. A critical review of international reports, national reports, and political documents indicates that ambitious and vague international intentions are difficult to implement into national educational policies. Different national challenges in the two countries make it difficult to keep up with international intentions, as they must be translated into the national societal context, including political, economic or social characteristics.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 94%

See 1 more Smart Citation

Adult Education in a Transnational Space: The Status of Adult Education in Norway and Spain

Tønseth¹,

Lucio-Villegas²

2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…Adult education schools in Spain are mainly situated in working-class neighborhoods. In a common feature from the beginning of the restoration of democracy until they became "institutionalized" (Engesbank et al, 2010), teachers worked voluntarily with neighbors until-years later-they were hired by city halls or other public administrations. This means that community work was always a decisive element in working with adult learners.…”

Section: Contextmentioning

confidence: 99%

Now and Forever: Creating Knowledge to Honor People

Lucio-Villegas

2022

Qualitative Inquiry

View full text Add to dashboard Cite

After the restoration of democracy in Spain, the victims of the dictatorship were never recognized and the murderers were never judged. Silence was the norm in reference to the Civil War, the dictatorship, and the people who fought for democracy. Only a few civil society organizations and other similar groups tried to reclaim the memory of the victims by looking for their remains in mass graves and ditches and telling a different history than the official one presented in the textbooks. One of these groups is adult learners in the adult education school M. R. in Seville, Spain. They try, from the stories of common people, to create new knowledge and to restore the memory of and honor the victims. They are doing this by recovering oral testimonies and biographies and publishing them as a collective history. In the article, I will present the research conducted by these adult learners. It can be considered participatory research because it enables individuals to restore their memories, to create new knowledge confronting the official narrative, and, through publications and public speeches, to disseminate this knowledge and organize community practices honoring the victims.

show abstract

“…This is the case for the Manolo Reyes Adult Education School in Seville. In a working class district, learners are encouraged to regain their own history and the history of their relatives in a social and historical memory workshop related to the Spanish Civil War and the dictatorship (Engesbak et al, 2010). The source of the data in this and the next section is the Ministry of Education, www.educacion.gob.es.…”

Section: Epiloguementioning

confidence: 99%

What's Going on? An Overview of Adult Education Policies in Spain

Lucio-Villegas

2012

Journal of Adult and Continuing Education

View full text Add to dashboard Cite

In this paper, I attempt to present the state of adult education in Spain. Adult education in Spain is not unlike that of other countries in Europe in that it focuses on the policies and practices of lifelong learning rather than on the perspectives of people and communities. However, Spain has two specific characteristics that are distinctive from other European countries: first, the foundation for its educational heritage comes from the dark times during the post-war Franco dictatorship – but not only from that. Second, while Spain is seen as a sovereign territorial unit, the country could be considered a fragmented group of different territories, each with claims of autonomy. Starting from these two distinctions, I will explore the consequences of an adult education model in Spain which is based on encouraging people to participate to become only workers rather than active citizens.

show abstract

Adult education in transition: three cases and periods compared

Cited by 6 publications

References 1 publication

Adult Education in a Transnational Space: The Status of Adult Education in Norway and Spain

Adult Education in a Transnational Space: The Status of Adult Education in Norway and Spain

Now and Forever: Creating Knowledge to Honor People

What's Going on? An Overview of Adult Education Policies in Spain

Contact Info

Product

Resources

About