The eye of the storm

Ackland, Aileen

doi:10.3384/rela.2000-7426.rela0018

Cited by 7 publications

(2 citation statements)

References 15 publications

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“…Faced with this, many critical educators and researchers have sought to revive or at least give visibility to educational practices in the field of critical and engaged adult education within their spheres of influence, albeit on a somewhat small-scale. They carry this out on a more informal level, potentially still adhering to a tradition inherited from the principles of a socio-educational and socio-cultural emancipatory perspective (Ackland, 2011), or based on popular education (Martin & Shaw, 2006), and community interventions for local development (Wildemeersch & Kurantowitcz, 2011). These are in some way strongholds, normally seen as radical or critical (and usually not subject to EU financial programmes), and represent small pockets of political resistance to the dominant management-based ethos currently associated with adult education and learning in both public and private institutions (which appears to have succumbed to a market-based rhetoric).…”

Section: Final Thoughts On Interpreting Shifts In Adult Education Polmentioning

confidence: 99%

From lifelong education to lifelong learning

Barros

2012

RELA

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When we think about current adult education in the context of the uneven and contradictory social and economic impact of globalization, it necessarily implies thinking about the transfer from the paradigm of lifelong education to the paradigm of lifelong learning. We shall examine the essential quality involved in the social significance and the political dimension of each of these paradigms, because, since the post-war period, both became innovative educational policy strategies capable of mobilizing and transforming society. We would like to stress the importance of rethinking the role of adult education today in the light of the responsibilities shifting from the state to individuals, arising from the implications of this transition of paradigms: we do this by framing it in the context of the socio-productive restructuring movement, which speeded up the move from the so-called model of qualification, associated to social emancipation, to what is known as the model of competence (later competences), which is associated with individual empowerment. Therefore in this article we intend to question this new policy direction, which is associated with a conceptual and methodological shift in adult education practices, by using the prism of a critical sociology of education.

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Section: Final Thoughts On Interpreting Shifts In Adult Education Polmentioning

confidence: 99%

From lifelong education to lifelong learning

Barros

2012

RELA

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“…Most studies about adult education workers, however, have been made around such issues as the profession, professionalization procedures and professional development. The debate about the existence (or not) of adult education professionals and the necessary requirements to be a professional (academic degree, basic theoretical competencies, codes of ethics, regulations to define and access the profession, among other issues) has been enriched by different authors in the last two or three decades (Jarvis, 1989;Jarvis & Chadwick, 1991;Merriam & Brockett, 1997;Osborne & Sankey, 2009;Ackland, 2011).…”

Section: Introduction Introduction Introduction Introductionmentioning

confidence: 99%

Untitled

2013

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The field of adult education and learning has encompassed research and scholarship from diverse perspectives and these have changed over time. Approaches and trends across this domain of activity perhaps resonate with that of a wider field of education and the social sciences; the intellectual resources picked up at any one time wash through and across these domains of activity. At the same time 'the field' has never been a homogenous or easily identifiable entity. It is therefore difficult to make valid generalizations of the status of approaches within a defined field at any particular time or location. The visibility of what goes on is also significantly limited and obscured. This is partially in that what goes on as research may not be published in identifiably adult education literature, partially in the separation of the field into various foci of interest (adult, vocational, community, higher education, workplace learning etc.) with specialist journals for publication, and partially as a result of the dominance of the English language used for publication; thus a lack of dissemination of research and scholarly writing across language barriers. It is then only tentatively and with caution that any partial picture regarding change in the approaches to research and scholarship in a field of the education and learning of adults over time can be painted.One might perhaps think it quite safe to follow the language of policy as a framework for analysis of change in approaches to research at the most general level. For example, lifelong learning now appears an accepted and central concept in adult education policy over the last decades in many countries and a major focus of policy in the European Union (EU) and many of its member states. Emerging during the 1960s as 'lifelong education' it was linked to humanist values and ideas of personal growth. In the 1990s, now as 'lifelong learning', it became associated with a shift of policy emphasising competitiveness and economic growth. Lifelong learning became commonly argued within national and wider policies as a necessary feature for individual and collective well-being and a requirement if Europeans are to remain competitive in a global environment (cf. Fejes & Dahlstedt, 2012). However, policy promotion of lifelong learning at this level and its 'insertion' into discourses of adult education over time, never did indicate any direct translation as change in research approach in the field. Rather, over the period from the 1960s, discourses of lifelong learning have been bound up in quite complex ways with policies promoting lifelong education and learning and wider socio-political change and changes in the practices of [8] Andreas Fejes and Katherine Nicoll institutions for adult education and teachers and learners in many locations. The targeting of specific groups and objectives for learning through new government funding streams and projects has had no doubt localized effects on research and wider changes in the funding mechanisms for institutions have in som...

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Professionalisation as development and as regulation: Adult education in Germany, the United Kingdom and India

et al. 2016

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In this paper, the authors seek to disentangle what they see as contradictory uses of the term "professionalisation" with reference to adult educator development and training (AEDT). They set out to distinguish professionalisation from professionalism, and to identify the locus of control of AEDT in Germany, the UK and India. In these three countries, all of which have a long tradition of adult education, "professionalisation" and "professionalism" are used interchangeably to describe conflicting purposes. The authors aim to identify and critically explore the organisations and policies which control and support AEDT in their own countries using American sociologist Eliot Freidson's "third logic" model, and drawing on his juxtaposition of "professions", "the market" and "bureaucracy". Applying Freidson's models to the organisations highlights the role of bureaucracy and that where adult education is concerned, national governments, the European Union and aid organisations not only serve bureaucracy but also support the market rather than operating separately from it. While the term "professionalisation" continues to be used to mean professional development, either by adult educators and representative organisations (as in the UK) or by organisations acting on their behalf (as in Germany and India), it is also used to denote regulation and standardisation issuing from bureaucratic institutions and adult education provider organisations in the interests of the market. The authors suggest that Freidson's model provides a useful tool for adult educators in other countries to reflect on their professional position and to engage in the development of their own professional standards, both in their own interests and in the interests of those they educate. . Mais il est également employé pour désigner la réglementation et la 2 standardisation émanant des institutions bureaucratiques et des prestataires en éducation des adultes dans l'intérêt du marché. Les auteurs suggèrent que le modèle de Freidson fournit un outil utile aux éducateurs d'adultes d'autres pays, leur permettant de considérer leur situation en termes professionnels afin de prendre en main leurs propres normes, dans l'intérêt de la « profession » quelle que soit sa forme, et de ceux auxquels ils dispensent une éducation.

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The eye of the storm

Cited by 7 publications

References 15 publications

From lifelong education to lifelong learning

From lifelong education to lifelong learning

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Professionalisation as development and as regulation: Adult education in Germany, the United Kingdom and India

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