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Article (journal) accessible via
URN: urn:nbn:de:0111-opus-67390
DOI: 10.25656/01:6739; 10.3384/rela.2000-7426.relae5
URN: urn:nbn:de:0111-opus-67390
DOI: 10.25656/01:6739; 10.3384/rela.2000-7426.relae5
| Title |
Editorial: The effects of policies for the education and learning of adults - from 'adult education' to 'lifelong learning', from 'emancipation' to 'empowerment' |
|---|---|
| Authors | Wildemeersch, Danny; Salling Olesen, Henning |
| Source | European journal for Research on the Education and Learning of Adults 3 (2012) 2, S. 97-101  |
| Document | full text (212 KB) |
| License of the document | In copyright |
| Keywords (German) | Erwachsenenbildung; Lebenslanges Lernen; Bildungspolitik; Wirkung; Bildungsbegriff; Begriffsanalyse; Begriffswandel; Politische Sprache; Transnationale Kultur; Nationalstaat; Weiterbildungsangebot; Staatliche Einflussnahme; Internationale Organisation; Globalisierung; Einführung |
| sub-discipline | Adult Education / Further Education Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (journal) |
| ISSN | 2000-7426; 20007426 |
| Language | English |
| Year of creation | 2012 |
| review status | Peer-Reviewed |
| Abstract (English): | Practices of adult education and learning have historically been closely related to policy arrangements – often by defining and reproducing the culture of local, regional or subcultural communities – but increasingly in the service of the consolidation of the nation states. Depending on political situations and institutional arrangements, the states in Europe have been involved in the promotion and institutional framing of adult education and learning. Today the role of the nation state is changing in many ways, and it also affects the role assigned to education and learning arrangements. Both policies at the supranational level and market forces have had an increasing influence on the understanding of what adult education/lifelong learning is about. The shifts in the meaning and use of central concepts in this field are illustrative of these changes. In this issue the authors have intended to create a space for reflection on these policy transformations and their consequences. In a call for articles four questions were guiding contributors in addressing ‘the work and effects of policies for the education and learning of adults’: 1. How can we interpret the shift in policy vocabulary e.g. from ‘education to learning’, and from ‘emancipation to empowerment’? 2. What is the influence of transnational agencies and how has this inspired education policy at the national level? 3. How is the role of the state in education and learning policies conceptualized? Are there differences in differing (local/national/international) contexts? 4. What is the future role of the nation state in adult education? (DIPF/Orig.) |
| other articles of this journal | European journal for Research on the Education and Learning of Adults Jahr: 2012 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 31.10.2012 |
| Citation | Wildemeersch, Danny; Salling Olesen, Henning: Editorial: The effects of policies for the education and learning of adults - from 'adult education' to 'lifelong learning', from 'emancipation' to 'empowerment' - In: European journal for Research on the Education and Learning of Adults 3 (2012) 2, S. 97-101 - URN: urn:nbn:de:0111-opus-67390 - DOI: 10.25656/01:6739; 10.3384/rela.2000-7426.relae5 |
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