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1.
ABSTRACTIn the age of transnational migration, the practices and policies of lifelong learning in many immigrant-receiving countries continue to be impacted by the cultural and discursive politics of colonial legacies. Drawing on a wide range of anti-colonial and anti-racist scholarship, we argue for an approach to lifelong learning that aims to decolonise the ideological underpinnings of colonial relations of rule, especially in terms of its racialised privileging of ‘whiteness’ and Eurocentrism. In the context of lifelong learning, decolonisation would achieve four important purposes. First, it would illustrate the nexus between knowledge, power, and colonial narratives by interrogating how knowledge-making is a fundamental aspect of ‘coloniality’. Second, decolonisation would entail challenging the hegemony of western knowledge, education, and credentials and upholding a ‘multiculturalism of knowledge’ that is inclusive and responsive to the cultural needs and values of transnational migrants. Third, decolonisation would lead to the need for planning and designing learning curricula as well as institutionalised pedagogy based on non-western knowledge systems and epistemic diversity. The final emphasis is on the urgency to decolonise our minds as lifelong learners, practitioners and policy-makers in order to challenge the passivity, colonisation, and marginalisation of learners both in classrooms and workplaces. 相似文献
2.
Hongxia Shan 《International Journal of Lifelong Education》2019,38(1):34-47
ABSTRACTIn the context of flexible capitalism, lifelong learning has been posed as a pathway for individuals to accumulate skills and actualise potentials. What is overlooked, however, is that the process of accumulation and actualisation is embedded within the culture of recognition. People who are historically constructed as the anthropos, a legacy of the colonial history struggle to appear as equals vis-à-vis the gaze of the humantias. With this critique in view, I reviewed the field of immigrant and lifelong learning in relation to a postcolonial politics of appearance. I sought to understand how lifelong learning settles itself in immigrant consciousness, and how it shapes immigrant experiences in the West. My review points to three metaphors that speak of the challenges and possibilities for immigrants to appear: fixation of the Eurocentric gaze, re-credentialing as precarious investment, and lifelong learning as trans/formation. Together, these metaphors suggest that lifelong learning has conjured a racial contract, which ironically binds immigrants to the labour of learning and yet continuously suppresses their appearance. To unsettle this racial contract, borders need to be reimagined and crossed/vexed by recentring immigrants as knowing subjects. 相似文献
3.
Elena Tuparevska Rosa Santibáñez Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(1):5-17
ABSTRACT The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances 相似文献
4.
Xavier Rambla Yuri Kazepov Judith Jacovkis Lukas Alexander Marcelo Parreira Do Amaral 《International Journal of Lifelong Education》2020,39(1):48-60
ABSTRACT This article explores the interface between lifelong learning policies and the definition of social vulnerability of young adults in two regions located within the European Union. Girona comprises a constellation of small towns with important industry, service and hospitality sectors. Vienna is a global city where many key international operators are based and employ a large number of highly qualified professionals. The article explores to what extent the meta-governance and the ‘causal narratives’ of lifelong learning policies contribute towards shaping the prevailing images of youth vulnerability in these regions. In Girona, bureaucratic governance patterns lifelong learning policies, which strongly rely on the potential of career guidance to encourage the youth to undertake further education. Correspondingly, policy designs and professional discourses emphasise that the beneficiaries previously failed at school. In Vienna, authorities govern lifelong learning by means of both bureaucracy and complex networks of employers and non-profit organisations. The ‘causal narrative’ of the policies straightforwardly claims that all youth must have an experience with employment, whether in apprenticeships or in transitional workshops that emulate real jobs. There, policies portray beneficiaries according to their capacity to undertake and finish apprenticeships. 相似文献
5.
Pepka Boyadjieva Petya Ilieva-Trichkova Valentina Milenkova Rumiana Stoilova 《International Journal of Lifelong Education》2020,39(1):104-118
ABSTRACT The article’s aim is twofold: to outline the specificity of the embeddedness approach and to explore the embeddedness of graduates’ education-job mismatch and the formation of lifelong learning policies. The study is based on both quantitative and qualitative data, obtained from the Bulgarian Universities Ranking System, and from interviews with experts and young adults engaged in a lifelong learning programme. The analysis uses multilevel modelling. It also relies on mapping lifelong learning policies in Bulgaria through a thematic content analysis. The article argues that the misbalances for highly educated people on the labour market mirror structural problems in the economy and the educational system. The argument is reflected in the historical and structural embeddedness of graduates’ education-job mismatches and the lifelong learning policies applied to overcome this. The results show that the extent of vertical education-job mismatch depends on the different profiles of higher education institutions and professional fields; they also demonstrate different ways in which the embeddedness approach could help shed new light on, and critically assess, lifelong learning policies. The findings reveal a differentiation between national and local levels of lifelong learning policy towards graduates and that regional policies are actively embedded in local contexts. 相似文献
6.
Chris Atkin 《International Journal of Lifelong Education》2013,32(3):253-265
This article compares and contrasts the views of educational policy makers and consumers within Lincolnshire, an English rural county, using Bourdieu's notion of ‘habitus’ as a vehicle for analysis. The article focuses on the relative importance of education as cultural capital in determining the motivational factors affecting participation in lifelong learning. The article considers lifelong learning in the context of ‘continuing education’. If lifelong learning is characterized into three discrete yet connected phases: the first, ‘full-time education’ from the age of 5 until leaving full-time education at age 16, 18 or 21; the second, the ‘transitional phase’ between school and work at age 16–21; the third, ‘continuing education’ beyond the age of 21; it is the policies and attitudes to this third phase described in this paper. Education for adults rather than simply the education of adults. Interviews with small groups of learners and an experienced manager of lifelong learning policies in Lincolnshire are used to illuminate clear differences between the continuing education providers' expectations of lifelong learning and those of the learners. The conclusions reaffirm the importance of community and cultural tradition in education and highlight the importance of family learning within the rural context. 相似文献
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8.
Elena Tuparevska Rosa Santibáñez Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(2):179-190
ABSTRACT The aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union’s legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors. 相似文献
9.
AbstractThis paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and heutagogy in lifelong learning are raised as key factors in ensuring that education and learning can generate positive externalities and impact livelihoods. Through a case study in the agricultural sector, this paper analyses the role of lifelong learning in empowering smallholders of backyard poultry enterprises in Kenya and argues that lifelong learning needs to be placed in appropriate social and economic contexts to generate outcomes and impacts such as empowerment. 相似文献
10.
Akihiro Ogawa 《International Journal of Lifelong Education》2013,32(5):601-614
The concept of ‘lifelong learning’ or shōgai gakushū has rapidly become one of the topmost priorities in Japan’s education policy agenda. This was considerably evident in December 2006 when the term ‘lifelong learning’ was added to Japan’s educational charter, the Fundamental Law of Education. This paper explores, as a means to develop Japan’s new lifelong learning policy, the lessons that can be learnt through an examination of the European countries’ efforts to build a knowledge economy, where lifelong learning is regarded as the key solution in overcoming several important social and economic concerns. In this paper, I first examine the current situation of lifelong learning in Japan, employing the ethnographic data that I have collected since 2001. Second, I provide a brief review of the European lifelong learning policy, which is one of the priority guidelines in the European Union. Under the Lisbon Strategy, for example, the argument on European lifelong learning theoretically centres on developing human capital in order to survive in the global knowledge economy. Lastly, referring to the European experience over the past decade, I propose to directly connect Japan’s latest policy development regarding lifelong learning with the trend of building human capital through lifelong learning in order to enhance its competitiveness in the era of globalisation. 相似文献
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12.
Palle Rasmussen 《International Journal of Lifelong Education》2014,33(3):326-342
This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries, including the links with EU education policy, are described. The discussion includes comparison drawing on the inventory of policy elements. A main conclusion is that the different historical trajectories of the two countries remain very important for present-day education and for the advancement of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively recently. EU education policy has had much more impact on lifelong learning policy in Portugal than in Denmark, because Portugal has had to depend much more on economic support from the EU social fund. 相似文献
13.
ABSTRACT Understanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school culture, the physical, social and curriculum structures, and individual teachers’ sense-making of the practice. The study found that the cultural and structural systems drove the initial becoming of social practices, and that the individual systems shaped the diversified nature of the becoming. The findings suggest the importance of supporting teachers’ sense-making in terms of conceptions of subject teaching, professional identity, the affordances and constraints of the space and confidence in and capacity of constructing and managing effective learning experience in the space, when effecting educational changes with space. 相似文献
14.
ABSTRACTNurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome. 相似文献
15.
Antje Barabasch 《International Journal of Lifelong Education》2013,32(4):468-481
ABSTRACTRecent developments in Europe show that policymakers acknowledge the role of qualitative research in evidence building. A number of qualitative research studies, including narrative inquiry, have been contracted out to gather information into selected policy issues. The management of career transitions and lifelong learning has become a focus of research and policy interest in many countries. Based on the findings of two Cedefop studies, which included the collection of narrative interviews among mid-career adults in several European countries, this article argues in favour of narrative inquiry as a tool to inform policymakers and influences policies, for example in the field of career guidance and counselling and lifelong learning. A selection of narratives is provided as an example to show how unique situated knowledge within the context of mid-career adults’ life is influenced by existing policies or implies that policies need to be changed. By providing snapshots of the findings from these two studies and exemplify their informative value for policy, the article advocates for the usefulness of narrative inquiry. The presentation of qualitative data humanises the commonly found statistical representations of individuals’ life circumstances and enables imagination and meaning making. 相似文献
16.
Douglas W. Yacek 《Journal of moral education》2020,49(2):257-274
ABSTRACTIt has become commonplace within the educational research community to invoke the transformative power of education. The call to adopt a ‘transformative’ approach to teaching and learning can be heard in fields as different as adult education and school leadership and as estranged as social justice education and educational psychology. While there is undoubtedly great promise in the idea of transformative education, the fact that it involves deep psychological restructuring on the part of the student requires ethical justification. In this article, I analyze the three most pressing ethical problems that arise within a transformative educational environment: the problems of transformative consent, controversial direction and transformative trauma. In the concluding section, I argue that this ethical analysis urges us to adopt an approach to transformative education as a process of initiation. 相似文献
17.
GEORGE K. ZARIFIS 《European Journal of Education》2009,44(2):163-182
Since 2000, the European Union has given greater attention to lifelong learning, as expressed in the Lisbon presidency conclusions and the general objectives of the Education and Training 2010 work programme. In September 2007, these policy proposals were further strengthened with the announcement of the ‘Action Plan on Adult Learning’ that sets out how Member States and other stakeholders could be supported to improve, implement and develop adult education and monitor its results. Because of the multitude of policy expectations, training and professional development for adult learning staff are still relatively uncommon in some parts of Europe, despite a societal demand, which also should be interpreted in the context of changing societal conditions and needs besides raising the quality of lifelong learning. This is largely echoed in South-East Europe where the situation of the training of adult learning staff is more on the downside than most policy-makers would have expected. In most South-East European countries, adult learning is expected to provide individual, cultural, and social improvement, to address illiteracy or earlier unsatisfactory access to initial education, and mostly to respond to labour market access problems. At the same time, adult learning staff have to face obstacles such as dependency on government or EU funding, changing political perspectives on and interest in adult education, policies prescribing an enclosed employment-oriented adult education market and occasionally a lack of national legislation or frameworks and structures covering their field. Along with these general findings, this article focuses on the comparison of current policies on training and professional development of adult learning staff in Bulgaria, Cyprus, Greece and Turkey, according to three vital topics:
- • Selection procedure and working conditions of adult learning staff (focusing on recruitment, professional expectations and employment situation).
- • Opportunities and obstacles for their professional development and evaluation (focusing on career paths and monitoring, assessing and evaluating issues).
- • Societal situation for the profession (focusing on attractiveness and social impact).
18.
Adeline Yuen Sze Goh 《International Journal of Lifelong Education》2013,32(6):680-695
In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of ‘becoming somebody’, often oversimplifies the full complexity of individuals’ learning experiences. Using a sociocultural perspective, the paper explores the lived experiences of individuals in the process of becoming a vocational teacher, in order to help conceptualise the individuals’ learning through their working life. The study draws upon data from a completed research on a group of vocational education trainee teachers learning to teach. This paper argues that learning varies significantly from individual to individual, time to time, context to context and also in different stages of individuals’ lives. This transition could be viewed as an individual learning journey, through understanding the interrelationship between individuals and the contexts, across the individuals’ lives. Drawing from this understanding, the individual’s agency is presented as a way that individuals construct their own lifecourse through the actions and choices they made within the opportunities and constraints of the context. The findings of the study also contribute to the understanding of changes, from the individual learner’s perspective, which could be useful for policy and practice relating to lifelong learning. 相似文献
19.
Kapil Dev Regmi 《International Journal of Lifelong Education》2013,32(5):551-568
This paper discusses what approaches to ‘lifelong learning’ should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation groups such as the High Level Panel established by the United Nations and Global Thematic Consultation Group have proposed that ‘providing quality education and lifelong learning’ is an overarching post-2015 education agenda. It is an important breakthrough since ‘lifelong learning’ has been recommended; however, it is not clear what understanding(s) of lifelong learning has been articulated in those documents. How have those recommendations addressed the issues and challenges of the LDCs? In this paper, I review literature on lifelong learning and analyse major documents related to the post-2015 education agenda, especially the one prepared by UN High Level Panel. I conclude that unless the LDCs are given a leadership role for setting their goals—according to their contextual realities—the post-2015 millennium initiatives, such as ‘lifelong learning’ as a new educational agenda, will make no sense. 相似文献
20.
John Holford 《International Journal of Lifelong Education》2017,36(1-2):2-21
AbstractPeter Jarvis is a towering figure in the study of adult and lifelong education and a leading and original theorist of learning. This paper sets out his intellectual and professional biography, maps the main contours of his work and introduces fourteen papers by leading scholars devoted to his work. Five broad phases in Jarvis’ life are identified: (a) youth, self-education, Methodist ministry and early teaching and research; (b) founding of the International Journal of Lifelong Education, authorship of important textbooks on adult and professional education and linking of academic communities in different countries; (c) early research on and theorisation of learning; (d) engagement from the early 1990s with debates on lifelong learning and the learning society; and (e) return to theorisation of learning, particularly from the perspective of globalisation, from around 2000. Recurring themes include ethics and responsibility, the essentially social nature of learning, democracy, and authenticity in human relationships. 相似文献