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TitelUnderstanding unskilled work as a condition for participation in adult education and training
Autor
OriginalveröffentlichungEuropean journal for Research on the Education and Learning of Adults 6 (2015) 2, S. 159-173
Dokument
Schlagwörter (Deutsch)Erwachsenenbildung; Weiterbildung; Nicht Qualifizierter; Partizipation; Bildungsbeteiligung; Motivation; Motiv <Psy>; Lebenslanges Lernen; Arbeitsmarkt; Humankapital; Arbeitsbedingungen; Bildungsforschung; Forschungsbedarf; Bildungspolitik
TeildisziplinErwachsenenbildung / Weiterbildung
DokumentartAufsatz (Zeitschrift)
ISSN2000-7426
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This article discusses how to comprehend why people working in unskilled jobs are less likely than other groups to position themselves as educable subjects and engage in adult education and training. The article outlines how different research traditions examining recruitment to and participation in adult education and training reveal and explain distinctive participation patterns. These traditions are critically reviewed to identify how they provide specific understandings as well as certain blind spots. The review reveals a striking absence of research into unskilled work and thus a tendency to overlook how engagement in particular kinds of work condition people’s perception of adult education and training. It is finally argued that future research must pay closer attention to people’s specific work-life and examine how engagement in specific historical, social and material (changing) work practices condition their perception of adult education and training. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftEuropean journal for Research on the Education and Learning of Adults Jahr: 2015
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PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am13.11.2015
Empfohlene ZitierungKondrup, Sissel: Understanding unskilled work as a condition for participation in adult education and training - In: European journal for Research on the Education and Learning of Adults 6 (2015) 2, S. 159-173 - URN: urn:nbn:de:0111-pedocs-114541
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