Research Patterns in Comparative and Global Policy Studies on Adult Education

Abstract

This chapter frames comparative and global policy studies on adult education as an intelligible area of research, and presents a meta-investigation that, without claiming to be exhaustive, enables researchers to reflect on and interpret what connects existing studies, and identify possible gaps. It does so on a corpus of 58 academic texts produced and/or in circulation in the Global North, for the most articles in peer-reviewed journals and, to a lesser extent, books and book chapters, published in 2000-2015; in short, this meta-investigation led to the identification of four research patterns, each based on a combination of the main unit of analysis and particular research scope. By pinpointing at their strengths and limitations, the author argues for the need to cherish these diverse patterns and the necessity of scrutinising closely the type of knowledge they produce.

Inclusive adult learning and education in India and Germany: On the intersectionality of class and caste with disability

“…In conclusion, we confirm the urgent need for contributing to lowering the existing research gap in transnational, comparative work on the issue of our tertium comparationis, disability in adulthood, and its impacts and realities for adult learning and education in nation-states such as Germany and India. In this sense, the paper contributes to shifting a critical gaze on, what Milana (2018) had put forward, 'widespread political beliefs and cultural hegemonic principles surrounding policy developments ' (p. 435). The comparative enquiry illustrated the powerful dynamics of the intersection of disability with other identity markers, such as class and caste, and its far-reaching consequences for the precarious, restricted lifelong learning realities of (young) adults in both countries under scrutiny.…”

“…This meta-point of reference set the comparative basis for our unit of analysis (policy agendas for adult education and disability) and guided our analytical efforts not only to describe but also to capture, understand and explain the commonalities and differences identified by the comparative endeavour. Moreover, with our focus established on the societal macro-level of policy agendas, we were aligned with methodological considerations of comparative and global policy studies on adult education, following works by Milana (2018) and Lima et al (2016). According to Milana's differentiation of such studies into distinct patterns, the enquiry dealt with in our study contributes to the aim of shifting 'attention to widespread political beliefs and cultural hegemonic principles surrounding policy developments in adult education ' (2018, p. 435) in order to provide counter-evidence to political beliefs, such as those incorporated into agendas of education for all or inclusive adult learning and education.…”

Approaching Limits Of Participation? Trends In Demand For Non-Formal Education In The Czech Republic

“…That policy cannot have more ambitious goals than the likely limits of adult participation. Thirdly, because of few analyses that focus on diachronic / developmental aspects of adult education systems (Milana, 2018).…”