Continuity and Discontinuity in Learning Careers

Potentials for a Learning Space in a Changing World
Erscheinungsjahr 2018
ISBN: 978-90-04-37546-8
Verlag: Brill

Buch, Englisch, Band 6, 198 Seiten, Format (B × H): 160 mm x 239 mm, Gewicht: 517 g

Reihe: Research on the Education and Learning of Adults

Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.

Autoren/Hrsg.

Merrill, Barbara

Galimberti, Andrea

Nizinska, Adrianna

González-Monteagudo, José

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

The European Society for Research on the Education of Adults (ESREA)

Introduction

Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo

1. Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces

Ted Fleming

Part 1: Continuity and Discontinuity in Formal Education

2. Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education

Samantha Broadhead

3. English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township

Ida Leal

Part 2: Continuity and Discontinuity in Social Institutions

4. Participation and Persistence: An Analysis of Underserved Students at UOIT

Alyson King, Allyson Eamer and Nawal Ammar

5. Education Interrupted: Learning Careers of Adults Living with Mental Illness

Shanti Irene Fernando and Alyson E. King

6. Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity

Giuseppe Pillera

Part 3: Continuity and Discontinuity around the Job Market

7. Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers

Andrea Galimberti and Eva Ratti

8. Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises

Monika Kastner

9. Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden

Camilla Thunborg and Agnieszka Bron

10. Learning Careers of Non-Traditional Students on Employability Skills

María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo

11. Literacy Practices in Adult Learning Biographies: Possibilities and Constraints

Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha

Part 4: Continuity and Discontinuity in Professional Contexts

12. Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction

Pascal Roquet

13. Ways of Learning of Adult Educators in Uncertain Professional Contexts

Catarina Paulos

14. No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education

Carol A. Thompson and Peter J. Wolstencroft

Conclusions

Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo

Über Autor(innen)

Barbara Merrill, PhD, is an Associate Professor in CLL, University of Warwick, UK. She has published and researched in the field of adult education with a focus on the learning experiences of non-traditional students in HE, class and gender.

Andrea Galimberti, PhD, is Postdoctoral Researcher at the University of Milano Bicocca (Italy). He has published and researched in the field of adult education and lifelong learning with a focus on transitions in learning and professional careers.

Adrianna Nizinska, PhD, is a Senior Lecturer at the Faculty of Education, University of Gothenburg, Sweden. She has published and researched on adult learning in higher education, non-traditional students and social dimensions of European universities.

José González-Monteagudo, PhD, is an Associate Professor at the Faculty of Education, University of Seville, Spain. He has published and researched on educational theories, lifelong learning, social inclusion and biographical-narrative methodologies.