Adult education, lifelong learning and citizenship: some ifs and buts

Martin, Ian

doi:10.1080/0260137032000138130

Cited by 117 publications

(64 citation statements)

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“…2 Although the importance of lifelong learning is recognized, there is doubt about its implementation in practice. Authors such as Borg and Mayo (2005); Martin (2003) and Van der Kamp (2000) have identified a gap between lifelong learning policies and practice in the past. Referring to the new SDG4 and its significance for what he calls the "least developed countries", Regmi (2015) points at a similar phenomenon.…”

Section: Journal Of Social Intervention: Theory and Practice -2016 -Vmentioning

confidence: 99%

"This one is stronger". Spotlights on the lifelong learning professional-in-action

Linden

2016

JSI

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"This one is stronger." Spotlights on the lifelong learning professional-in-actionAround the world, lifelong learning is being promoted as a strategy for coping with the changing realities of life and work. The fourth Sustainable Development Goal, agreed in September 2015, reflects this: "ensure equitable and inclusive quality education and promote lifelong learning opportunities for all". Despite its importance, doubts remain about the implementation of this goal in practice (Regmi, 2015;Van der Kamp, 2000). This article looks at the practice of lifelong learning from the point of view of the professionals involved, their actions and the way these actions are challenged, supported and further developed. Following Schön's "reflection-in-action" (1983), the term "professional-in-action" is used to stress the role of the professional in making the difference on the ground. The leading question is: how can lifelong learning professionals be supported in their contribution to the surrounding society

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Section: Journal Of Social Intervention: Theory and Practice -2016 -Vmentioning

confidence: 99%

"This one is stronger". Spotlights on the lifelong learning professional-in-action

Linden

2016

JSI

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“…The issue of what Bourdieu calls 'capital' becomes vital, social, cultural, intellectual as well as economic. This is a development that runs the risk of supporting the creation of in-and-out groups instead of erasing these, as hoped for (Martin, 2003). It is the capital of the individual that decides the real lifelong learning options for each individual; despite the vision of a lifelong learning programme for all, not everyone has the capacity or is able to engage in formal learning throughout their lives.…”

Section: Reconstructive Reflexionsmentioning

confidence: 99%

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

Nordin

2011

European Educational Research Journal

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The discourse of lifelong learning has undergone great changes, from its initial engagement when it was a matter of social and humanitarian issues as outlined in the early documents of UNESCO, to emphasising lifelong learning as a moral and individual obligation in a more competitive and market-oriented language. This policy trajectory has taken the discourse from an initial phase of great social visions to a second phase focusing on the need for self-regulated and morally responsible citizens. Recent research on the topic indicates that we are now standing at the threshold of a discursive shift where action instead of visions is at stake. Against this background the author asks if there is evidence enough to suggest that European policy on lifelong learning is now experiencing a discursive shift into what could be described as a new phase. The author uses critical discourse analysis as a methodological framework and the analysis of the empirical material points to a direction where it is relevant to speak about a new 'phase' of lifelong-learning discourse emerging in European policy, characterised by the urgent need for implementation. In this article a tentative conceptual framework is presented as to how this new, action-oriented 'phase' can be understood.

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“…At first sight, it seems to be a promising (or rather promise-making) programme; it mentions supporting learning opportunities throughout the individual's life and making use of the advantages it offers [Rasmussen 2009] . Lifelong learning has become the central axis not only for the field of education but also in social and economic politics [Martin 2003] . This concept is a more recent version, albeit rather disconnected, of the older notion of lifelong education .…”

Section: Oecd Is the Author Of What Is Currently (Since The Mid-1990smentioning

confidence: 99%

Foucault, Governmentality, Neoliberalism and Adult Education - Perspective on the Normalization of Social Risks

Kopecký

2011

Journal of Pedagogy / Pedagogický Casopis

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Foucault, Governmentality, Neoliberalism and Adult Education - Perspective on the Normalization of Social RisksThe article deals with the relevance of the work of Foucault to critical analysis of the political concept of lifelong learning that currently dominates. This concept relates to the field of adult education and learning. The article makes reference to the relatively late incorporation of Foucault's work within andragogy. It shows the relevance of Foucault's concept of a subject situated within power relations where the relation between knowledge and power plays a key role. The analysis of changing relations between knowledge and power will help us to understand important features of neoliberal public policies. The motif of human capital is key. The need to continually adapt to the changing economic and social conditions follows on from the neoliberal interpretation of learning, and the individual is to blame for failure on the labour market or in life generally.

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Adult education, lifelong learning and citizenship: some ifs and buts

Cited by 117 publications

References 0 publications

"This one is stronger". Spotlights on the lifelong learning professional-in-action

"This one is stronger". Spotlights on the lifelong learning professional-in-action

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

Foucault, Governmentality, Neoliberalism and Adult Education - Perspective on the Normalization of Social Risks

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