Reclaiming the emancipatory potential of adult education: Honneth’s critical theory and the struggle for recognition

Fleming, Ted

doi:10.3384/rela.2000-7426.rela9077

Cited by 29 publications

(24 citation statements)

References 8 publications

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“…A pivotal trajectory of this foundational work is empowerment through learnercenteredness in terms of recognising and building on participants' abilities and needs. This leads to didactical approaches based on learners' previous knowledge, experiences, interests and lifeworld (Nuissl, 2010) and asks for a learning culture of appreciation and recognition (Fleming, 2016). This corresponds with the depiction and notion of learners as 'competent comrades' (Belzer & Pickard, 2015) and contributes to raising and recognising the learners' voices.…”

Section: (Adb: 24)mentioning

confidence: 99%

Signposts of change in the landscape of adult basic education in Austria: a telling case

Cennamo

Kastner

Schlögl

2020

RELA

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Drawing on a strongly grassroots and expertise-supported development in the field of adult basic education in Austria, this paper traces the current shift to politically motivated interventions. The article is based on a methodologically triangulated case study based on interviews (part 1), review of theory (part 2), and document analysis (part 3). It unveils a unique spirit of empowerment and emancipation in Austrian adult basic education. This spirit currently seems to be at risk. The authors identified five signposts of a changing landscape showing a strong tendency towards impact orientation in terms of employability and upskilling: (1) Standardisation and one of its unintended consequences (2) Technocracy over expertise (3) Narrowing the curriculum (4) Teaching supersedes facilitating (5) Research and development-disliked. In order to preserve the tradition within the framework of adult basic education, the authors emphasise the importance of raising informed and critical voices.

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Section: (Adb: 24)mentioning

confidence: 99%

Signposts of change in the landscape of adult basic education in Austria: a telling case

Cennamo

Kastner

Schlögl

2020

RELA

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“…For Freire education is by nature political and should be a process of developing or harnessing political consciousnessor "conscientisation" (Freire, 1972, p. 55)within the specific context in which it is taught. Fleming (2016) describes the theory of recognition as establishing "a link between the social causes of experiences of injustice and the motivation for emancipatory movements […]. The political is personal.…”

Section: Deficit Models and Individualisationmentioning

confidence: 99%

“Life-changing things happen”

Clancy

Holford

2018

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This paper aims to examine the implications for adults of learning in a residential context and whether the residential aspect intensifies the learning process, and can lead to enhanced personal transformation, moving beyond professional skills and training for employability. Design/methodology/approach The paper reports on research, conducted in 2017, with 41 current and former staff and students (on both short courses and longer Access courses) in four residential colleges for adults: Ruskin, Northern, Fircroft and Hillcroft Colleges. Findings Key findings include the powerful role residential education plays in accelerating and deepening learning experiences, particularly for adults who have faced extraordinary personal and societal challenges and are second chance learners. The colleges, all in historic settings, confer feelings of worth, security and sanctuary and the staff supportpastoral and academic, bespoke facilities and private rooms are vital enabling mechanisms. Seminar-style learning creates opportunity for experiential group learning, helping to foster critical thinking and challenge to mainstream views. Social implications The colleges' ethos, curricula and traditions foster among students an 'ethic of service' and a desire to offer 'emotional labour' to their own communities, through working for instance in health and social care or the voluntary sector. Originality/value Little research has been undertaken in contemporary settings on the impact of learning in a residential environment, particularly for second chance learners and vulnerable adults. Still less research has examined the wider implications of learning in a historic building setting and of learning which extends into critical thinking, intellectual growth, transformation and change.

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“…Ó Tuama argues that identity capital is the 'essential foundation', and is in turn reliant on 'recognition' (ibid, p. 115). According to Fleming (2016), Honneth's treatment of the concept of recognition has the promise of enabling community educators to reconcile the individual and the social elements. Attending to the affective equality element (Lynch et al, 2009) is one level of recognition that can result in establishing selfconfidence, a precondition for 'involvement in a democratic society'; other levels of recognition, such as the type of recognition that is gained through work, may be missing for many working-class women who have a poor record of adherence to the workforce (Fleming, 2016, p. 14).…”

Section: Features Of the Organisationmentioning

confidence: 99%

An institutional ethnography of a feminist organization: a study of community education in Ireland

O’Grady

2017

RELA

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A small Irish independent women's community education organisation, founded to provide personal development and community education programmes for women who cannot pay for them, has experienced the struggles of surviving in a patriarchal state that no longer supports women's community building but which funds individual capacity building for 'labour market activation' purposes. The organisation consists of three staff funded to work on a part-time basis, facilitators who work on an ad-hoc basis to meet the needs of groups of participants, the women who participate in different groups in the organisation, the staff of a crèche, and voluntary members. The purpose of the research is to support the need for the organisation to reconceptualise the meaning of the work of the organisation using institutional ethnography methodology to question the extent to which the work can been seen as political and feminist, and adhering to its original ideals. The research consisted of four weeks of fieldwork in the organisation with the participants, followed by a focus group of staff and facilitators reflecting on features that participants valued: making new connections, groupwork, the physical environment, the challenge and support, and the pace of the work. The provision of a space and culture that transgresses the norms of dominant cultural understandings of being a working-class woman is now understood to be the radical outcome, with the original expectation of the possibility of empowering participants to become feminist activists receding but remaining an ideal.

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Reclaiming the emancipatory potential of adult education: Honneth’s critical theory and the struggle for recognition

Cited by 29 publications

References 8 publications

Signposts of change in the landscape of adult basic education in Austria: a telling case

Signposts of change in the landscape of adult basic education in Austria: a telling case

“Life-changing things happen”

An institutional ethnography of a feminist organization: a study of community education in Ireland

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